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52d Congress, 
1st Session. 



HOUSE OF REPRESENTATIVES. 



Mis. Doc. No. 340, 
Part 9. 



DEPARTMENT OF THE INTERIOR, 
CENSUS OFFICE. 



ROBERT P. PORTER, 
Superiuteudent. 
Appointed April 20. 1889; leaigned July 31, 1893. 



CARROLL D. WRIGHT, 
Commissiouer of Labor in charge. 

Apiiointed October 5, 1893. 



y ¥d 




^ REPORT 



EDUCATION IN THE UNITED STATES 



ELEVENTH CENSUS: 1890 



JAMES H. BLODGETT, 



SPECIAL AGENT. 




WASHINGTON, D. ('.: 

Ctoveknment printing offiok. 

1 S93. 



V 



a\ 






^\^ 






CONTENTS. 



Pace. 

Lettkr ok tkaxsmittal of the Commissioner of Labor in charge to the Secretary of the Interior v 

Letter uf transmittal of the special agent for educational statistics to the Commissioner of Labor in charge ... vii 

Institutions, remarks on 1-45 

Plan of investigatiou - 1-3 

Condi tiou of school records 3-11 

Records of private and parochial schools 12 

Municipal organization for school purposes 12, 13 

Combined public and private tuition 13-16 

General condition of education - 17-23 

Schools, liy color 23 

Public schools in cities 23, 24 

Superior schools 25, 26 

Secondary schools 26-33 

Elementary schools - - 33-40 

Denominatioual schools other than parochial 40-43 

Evening or night schools -- - 43, 44 

Commercial schools and business colleges 44 

Schools and schoolhouses 44, 45 

Statistics of enrollment in public and private institutions 46-141 

Table 1. — Statistics of schools, census of 1840: enrollment in universities and colleges, academies and grammar schools, and 

primary and common schools 46 

Table 2. — Statistics of schools, census of 1850: enrollment in colleges, academies and other schools, and public schools 47 

Table 3. — Statistics of schools, census of 1860: enrollment in colleges, academies and other schools, and public schools 48 

Table 4. — Statistics of schools, census of 1870 : enrollment of students and pupils not public and x>ublic 49 

Table 5. — Statistics of schools, census of 1880: number of pupils attending public common schools 50 

Table 6. — Summary of school enrollment, census of 1890: public, private, and parochial, by states and territories 51 

Table 7. — School enrollment, census of 1890 : public common schools, by states and territories 52 

Table 8. — School enrollment, census of 1890 : public common schools, by counties 53-100 

Table 9. — Apparent comparative gaius in i^opulation and in public common school enrollment, 1880 and 1890, by states and 

territories 101 

Table 10. — Apparent relation of xjublic common school enrollment to population, 1880 and 1890, by states and territories ... 102 
Table 11. — Ajiparent relation of public common school enrollment to pojiulation, census of 1890: -white and colored, in the 

southern states , 103 

Table 12. — Apparent relative gain in public common school enrollment, 1880 and 1890: white and colored, in the southern 

states 104 

Table 13. — Apparent relation of the sexes in public common schools, census of 1890, by states and territories 105 

Table 14. — Enrollment in jjublic schools additional to common schools, as derived from the reports of schools, census of 1890, 

by states and territories 106 

Table 15. — Apparent relation of jjublic school eurollmeut to population, census of 1890, by states and territories 107 

Table 16. — School enrollment, census of 1890: private schools, exclusive of parochial schools, as derived from the reports of 

schools, by states and territories 108 

Table 17. — School enrollment, census of 1890: denominational schools, including parochial schools, as derived from the 

reijorts of schools, by states and territories 109-117 

Table 18. — Enrollment in parochial schools, censu^of 1890, as derived from the reports of schools, by denominations and 

states and territories 118-122 

Table 19. — Enrollment in public schools, as superior, secondary, and elementary, census of 1890, as derived from the reports 

of schools, by states and territories -- - - 123 

Tabic 20. — Enrollment of students and pupils in iirivate schools, as superior, secondary, and elementary, including parochial 

and commercial schools, census of 1890, as derived from the reports of schools, by states and territories 121-126 

Table 21. — Enrollment in professional schools, census of 1890, as derived from the reports of schools, by states and 

territories 127-133 

Table 22. — Public school eurollmeut iu cities with 10,000 inhabitants and over, census of 1890, as derived from the reports of 

schools 134-140 

Table 23. — Reported fiuances of school districts, census of 1890, by states and territories 141 

iii 



LETTER OF TRANSMITTAL. 



DEPARTMENT OF THE INTERIOR, 

Census Office, 
Washington, D. C, October 15, 1893. 

SlE: 

I have the honor to transmit herewith the tables and text of a monograph on Education compiled from the 
reports of schools in the United States, as returned at the Eleventh Census. 

This report has been prepared by Mr. James H. Blodgett, special agent in charge. 

The results reached are the more gratifying as it is 20 years since the enrollment of all schools has been 
published by the census or given out by counties for public schools. This is the first time the parochial schools, 
now the center of such general interest, have received full, distinct treatment. 

Very respectfully, 

CARROLL D. WRIGHT, 

Commissioner of Labor in charge. 

The Secretary of the Interior. 



LETTER OF TRANSMITTAL. 



DEPAETMENT OF THE INTEEIOR, 

Censtjs Office, 
Washington, D. C, October 10, 1893. 
Sir: 

I have the honor to transmit herewith a monograph on Education compiled from the reports of the schools. 
So much of success as has attended the inquiry is largely due to the intelligent industry of the clerks 
allotted to the work. It would be invidious to mention individual names beyond that of Dr. John W. Porter, whose 
departmental experience was so valuable in the earlier part of the work and whose labors in the office were closed 

by death. 

Verv respectfully, your obedient servant, 

JAMES H. BLODGETT, 

SxH'vial Agent in. charge Ediieatioiial Statistics. 

Carroll D. Wright, 

Commissioner of Labor in cliarge. 



INSTITUTIONS. 



PLAN OF INVESTIGATION. 

The Census Office is strictly pledged to privacy as regards the affairs of individuals, and particulars furnished 
are grouped with those of like character, the facts for any private school, academy, or other institution not being 
shown separately. 

It is the popular custom to make two great divisions of schools, public and private. This office has treated 
separately the private schools known as parochial schools, which are the elementary schools supported by religious 
congregations with the dominant purpose of inculcating their special faiths. Parochial schools, as treated here, 
do not include temporaiy catechetical or confirmation classes where religious instruction only is given. 

There are many schools whose relations are in part j)ublic and in part private. For the purpose of the Census 
Office a school was deemed public whose management was in the hands of public authorities, which was taught in 
a public school house by teachers selected by public officers and directly responsible to such officers. 

In considerable portions of the country schools are maintained at public expense for certain months, after 
which the teachers are allowed the use of the public school property with such compensation as they can secure 
from pupils. The added time in such cases is essentially an extension of the school supported by public funds. 

In some sections schools are supported for a time by public funds in churches or other buildings not owned by 
the public, which buildings are left wholly in private control after the public school fund is exhausted. For these 
schools, public part of the year and private part of the year, a special form of statement was given at the bottom 
of the schedule to show how long the respective public and private terms continued. 

A school has been deemed private, even though largely supported by public funds, if its control is in the hands 
of individuals or of an association, chartered or otherwise, and the property is not owned or maintained by public 
authorities. 

There are institutions, especially in southern states, which contract with local authorities to do the work of 
public schools for certain months in their own.buildings, with their own teachers, and receive pubUc funds. There 
are academies in New England that contract with j)ublic authorities to teach the pupils of high school standing. 
Like examples occur in many states. Such institutions are deemed private schools. 

The prevailing lines of work in the public schools of the country are known, without question,i;o be elementary. 
The true high schools are mainly secondary. It was deemed best not to burden the general schedule with 
investigations of the courses of study, important as they are, beyond the question whether a high school enrollment 
was included in the return. The superior public institutions were reached by other schedules. 

This investigation met with a most cordial response in general, and with extraordinary special effijrts to 
facilitate the work in particular cases. Changes of officers and teachers during the year proved an obstacle to 
complete returns in some instances. 

In the Tenth Census a vast amount of material regarding education was collected, but the wealth of detail 
gathered was an embarrassment, for it could not be made ready for publication in time to save it. In marking out 
the lines of inquiry among schools for the Eleventh Census it was determined to use a small number of questions 
that might be readily answered and whose results could be quickly published. It was observed that while many 
particulars as to teachers and pujiils are matters of record in the United States, the use of some items is intensely 
local, and not a single fact is uniformly recorded throughout the country. 

The plan was to endeavor to secure only the leading facts, since the varying methods of record for the year 
to be reported were already past changing in portions of the country when the Census Office was organized. 

It was the effort to gather educational facts in the following order: first, according to their imijortance; 
second, according to the readiness with which they could be furnished; third, according to the facility with which 
the results could be combined and published. Under the first principle of selection it was desirable to know: (a) 
How many go to school? (b) Who go to school, indicated by age, sex, and race? (c) How long do they go"! (d) 
What is the character of the work done, as elementary, secondary, or superior? questions applicable in nearly every 
point to both teachers and pupils. The financial questions were left to be treated by the census division of wealth, 
debt, and taxation. Under the second and third principles of selection it was the intention from the outset to 
utilize customary local reports to the utmost possible extent to save confusion, trouble to local officers, and time in 

1 



2 EDUCATION. 

reaching results. Few persons have weighed the cost of a census question, and many seem to feel that a census is a 
suitable opportunity to ask questions, on the iDresumption that another question makes no addition to the labor. 
One question that could be answered by yes or no would demand at least one second for a reply from each person 
to whom it was addressed, and another second for combining the reply with other replies in the central office. 
For the simplest possible inquiry pertaining to each inhabitant this would amount nearly to the service of 100 
enumerators for a month customarily allowed within which to secure the facts and the work of 8 clerks for one year 
to tabulate them. 

Under the imperative demands of the situation the schedules for the public common schools were condensed 
to the following form : 



The eurollment for the year ending , 


1890, was : 










White. 


Colored. 


Aggregate. 


Remarks. 
































Total 






























Female instructors employed - 




















Total 





















Is any high school department included above? 

If any high school department is included, jjlease make the proper entries below. 
The high school enrollment included above was : 
(Here followed a blank statement like tht above.) 

With the question whether a high school enrollment was included, there were in all 3 questions as to teachers, 
3 as to pupils, and 1 as to the school. 

A schedule for a like purpose was sent to each obtainable address for j)rivate, parochial, and professional 
schools. All complicated inquiries were rigidly excluded, and only the number, sex, and color of the teachers and 
pupils were sought, with such added questions as to the control of a school and its relation to public funds as 
would enable this office to determine its classiiication as public, private, or under the subdivision of parochial, and 
some statement of its work that would indicate whether it was doing elementary, secondary, or superior work, or 
work of a professional character. 

The census law contemplated taking the customary year ending nearest June 1, 1890, to enable reports to be 
prepared with the. least possible trouble. The years in the states and territories ended as follows: 



Alabama September 30, 1890 

Arizona June 30, 1890 

Arkansas June 30, 1890 

California June 30, 1890 

Colorado June 30,1890 

Connecticut July 14,1890 

Delaware June 30, 1890 

District of Columbia June 30, 1890 

Florida September 30, 1890 

Georgia December 31, 1889 

Idaho September 1,1890 

Illinois June 30,1890 

Indiana August 31, 1890 

Iowa September 15, 1890 

Kansas June 30, 1890 

Kentucky June 30, 1890 

Louisiana December 31, 1889 

a Greer county only. 



CLOSE OF SCHOOL YEAR. 

Maine April 1,1890 

Maryland July 31, 1890 

Massachusetts May 1, 1890 

Michigan September 1 , 1890 

Minnesota July 31, 1890 

Mississippi October 1, 1890 

Missouri .' ...June 30,1890 

Montana August 31, 1890 

Nebraska July 14,1890 

Nevada August 31, 1890 

New Hampshire March 1, 1890 

New Jersey August 31, 1890 

New Mexico December 3] , 1889 

New York July 25, 1890 

North Carolina June 30, 1890 

North Dakota June 30,1890 



Ohio August 

Oklahoma (a) August 

Oregon March 

Pennsylvania June 

Rhode Island April 

South Carolina November 

South Dakota June 

Tennessee June 

Texas August 

Utah June 

Vermont June 

Virginia July 

Washington June 

West Virginia June 

Wisconsin June 

Wyoming August 



31, 1890 
31, 1890 
3, 1890 
2, 1890 
30, 1890 
1, 1890 
30, 1890 
30, 1890 
31, 1890 
30, 1890 
30, 1890 
31, 1890 
30, 1890 
30, 1890 
30, 1890 
31, 1890 



Schools of the territory organized after census year, to close June 30, annually. 



It was plain that a general view of the kind of work done by the schools could be derived from the usual 
published reports, and that the age of pupils was suggestively limited by the state and city laws regarding the 
school age. 

What may be called the measure of effectiveness of teaching or the time spent in teaching, and the like 
measure of the attendance of pupils, matters of prime importance, were omitted because results for the nation 
could not be obtained in present conditions. Such national tables as have been anywhere published to show the 
total time spent in teaching or in tittendance a,t school have been verjr largely based upon estimates. 



INSTITUTIONS. 3 

The following states embody the time taught in their customary reports, or give data from which the aggregate 
service of teachers may be more or less fully deduced: Alabama, Delaware, Kansas, Michigan, Mississippi, 
Missouri, Nebraska, Pennsylvania, Rhode Island, South Datota, West Virginia. 

There has been earnest co-operation of a great multitude of institutions and instructors regarding the inquiries 
as to private and parochial schools. 

The advantages of adopting the possibilities of ready reply and prompt compilation and publication of the 
facts as principles of framing inquiries were clearly showu in the outcome. The Census Office was enabled by 
June, 1891, to publish statements for all states by counties showing the leading facts. The bulletin form of 
publication enabled the office to give out the facts for the states nearly as fast as they were ready, beginning 
before the close of 1890. Except for exigencies of wider effect than concerned education alone, the publication of 
the general facts could have been made some months earlier. 

CONDITION" OF SCHOOL RECORDS. 

The records of i3u6lic schools of less than a dozen pupils each, thousands of which are to be found in the 
country, must farnish a large portion of the facts on which town, county, or state officers build up their reports. 
If these local records are deficient the successively greater reports and the summary for the census, utilizing all 
forms of existing record to the fullest extent, must correspondingly fall short of a comj)lete showing of the work 
of the people. 

It might be supposed that the three elements of number, sex, and color, for both teachers and pupils, would 
be readily obtainable. Every teacher knows the sex of a pupil when he records the name. In cities pupils are 
separated by sex to a greater or less extent, while at the little country schoolhouse each sex often has a separate 
recess. The race characteristics are plainly evident to teachers making inquiry for the nativity of parents, as is 
customary in many cities. Any one of these items, clear as it may be on any day when one looks into a schoolroom, 
becomes a difficult question for a past day or term or year without preserved record. There are many districts in 
the United States for which no one can report even the number of x'wpils after the teacher closes an engagement. 

In many cities, counties, and states the sex of pupils is not a matter of record, and in states where the colored 
population is sparse color is still less frequently recorded. 

The following chart indicates the peculiarities of state and territorial public school reports on these points when 
the census inquiries were agreed upon : 

STATES REPORTING NUMBER, SEX, AND COLOR OF PUBLIC SCHOOL TEACHERS AND PUPILS JUST PRIOR TO THE 

ELEVENTH CENSUS. 



STATES AND TERRt- 
TORIES. 



Alabama 

Alaska 

Arizona 

Arkansas 

California 

Colorado 

Connecticut 

Delaware 

District of Columbia 

Florida 

Georgia 

Idaho 

Illinois 

Indiana 

Iowa 

Kansas 

Kentucky 

Louisiana 

Maine 

Maryland 

Massachusetts 

Michigan 

Minnesota 

Mississippi 

Missouri 



FOR TEACHERS. 



Number. 



Tes. 

Tes. 

Yes. 

Yes. 

Yes. 

Yes. 

Yes. (6) 

Yes. 

Yes. 

Yes. 

Yes. 

Yes. (d) 

Yes. 

Yes. 

Yes. 

Yes. 

Yes. 

Yes. 

Yes. (/) 

Yes. 

Yes. 

Yes. 

Yes. 

Yes. 

Yes. 



Sex. 



Yes. 

Yes. 

Yes. 

Yes. 

Yes. 

Yes. 

Yes. 

No. 

Yes. (c) 

No. 

No. 

Yes. 

Yes. 

Yes. 

Yes. 

Yes. 

Yes. 

Yes. 

Yes. (/) 

Yes. 

Yes. 

Yes. 

Yes. 

Yes. 

Yes. (3) 



Color. 



Yes. 

No. 

No. 

No. 

No. 

No! 

No. 

Yes. 

Yes. 

Yes. 

No. 

No. 

No. 

Yes. 

No. 

No. 

Yes. 

Yes. 

No. 

Yes. 

No. 

No. 

No. 

Yes. 

Yea. (j7) 



FOE PUPILS. 



Number. Sex 



Yes. 

Yes. 

Yes. 

Yes. 

Yes. 

Yes. 

Yes. 

Yes. 

Yea. 

Yea. 

Yes. 

Yes. 

Yes. 

Yes. 

Yes. 

Yea. 

Yea. (e) 

Yea. 

Yes. 

Yea. 

Yes. 

Yea. 

Yes. 

Yea. 

Yes. 



No. 

No. 

Yes. 

Yea. 

Yes. 

Yes. 

No. 

No. 

Yes. 

Yes. 

Yes. 

No. 

Yea. 

Yes. 

No. 

Yes. 

j\o. 

Yes. 

No. 

No. 

No. 

No.* 

No. 

Yes. 

Yes. 



Color. 



Yes. 

Yes. 

No. 

Yes. 

Yes. (») 

No. 

No. 

Yes. 

Yea. 

Yea. 

Yea. 

No. 

No. 

Yes. 

No. 

No. 

Yes. 

Yea. 

No. 

Yea. 

No. 

No. 

No. 

Yes. 

Yea. 



STATES AND TERRI- 
TORIES. 



Montana 

Nebraska 

Nevada 

New Hampshire . . 

New Jersey 

New Mexico 

New York 

North Carolina . . . 

North Dakota 

Ohio 

Oklahoma {h) 

Oregon 

Pennsylvania 

Khode Island 

South CaroUua . . . 

South Dakota 

Tennessee 

Texas 

Utah 

Vermont 

Virginia 

Washington 

West Virginia 

Wisconsin 

Wyoming 



FOR TEACHERS. 



Number. 



Yes. 

Yes. 

Yes. 

Yes. 

Yes. 

Yes. 

Yes. 

Yes. (d) 

Yes. 

Yes. 



Yes. 
Tes. 
Yea. 
Yea. 
Yes. 
Yes. 
Yes. 
Yes. 
Yes. 
Yes. 
Yes. 
Yes. 
Ye.s. 
Yes. 



Sex. 



Yes. 
Yes. 
Yes. 
Yes. 
Yes. 
Yes. 
Yea. 
Yea. 
"Sea. 
Yes. 



Yes. 
Yes. 
Yes. 
Yes. 
Yes. 
Yes. 
Yes. 
Yes. 
Yes. 
Tea. 
Tes. 
Tes. 
Tea. 
Tes. 



Color. 



No. 
No. 

No. 

No. 

No. 

No. 

No. 

Yes. 

No. 

No. 



No. 

No. 

No. 

Yea. 

No. 

Yes. 

Yes. 

No. 

No. 

Yes. 

No. 

Yes. 

No. 

No. 



B'OR PUPILS. 



Number. 



Yes. 
Yes. 
Yes. 
Yes. 
Yea. 
Yes. 
Yes. 
Yes. 
Yes. 
Yes. 



Yes. 
Yea. 
Yes. 
Yes. 
Yes. 
Yea. 
Yes. 
Yes. 
Yes. 
Yea. 
Yes. 
Yes. 
Yea. 
Yea. 



No. 

Yea. 

Yea. 

Yes. 

No. 

Tes. 

No. 

No. 

Yes. 

Yes. 



Yes. 

Yes. 

Tes. 

Tes. 

Yes. 

Yes. 

No. (i) 

Yes. 

No. 

No. 

Yes. 

Yes. 

No. 

Yes. 



Color. 



No. 

Yes. 

No. 

No. 

No. 

No. 

No. 

Yes. 

No. 

No. 



No. 

No. 

No. 

Yes. 

No. 

Yes. 

Tes. 

No. 

No. 

Tes. 

No. 

Tes. 

No. 

No. 



a As county aggregate. 

b In summer and winter. 

c In part. 

d Teachers holding certiiicates. 

e IJigliest and lowest enrollment, not whole number in year. 



/ Number for seasons and year, aex for seasons only. 
ij Totals of each sex and color, but not the sex of each color. 
h No public schools in the census year except in Greer county. 
i Except in independent districts. 



4 EDUCATION. 

What constitutes a system of public schools'? How many points of administration must be harmonious in 
different localities to entitle the schools of these localities to a place in the same category! The records of public 
schools in the different states are exceedingly diverse. For example, as to teachers : Maine reports number and 
sex for spring and summer, fall and winter separately, and only number for the year; Connecticut, number and 
sex for winter and summer separately, without number for the year; Massachusetts, number and sex for the year; 
Delaware, positions and not persons; l^Torth Carolina, number, sex, and race of licensed teachers, leaving the 
number and race of employed teachers to be derived from the number of schools of each race; Idaho, number 
and sex of licensed teachers only; Missouri, number of teachers, white and colored, male and female, but not so 
as to show the male or female teachers of either race; Florida, teachers by race but not by sex; Arkansas, teachers 
by sex but not by race; for 1890 the teachers of Indiana were reported to the state superintendent under instructions 
to count two or more terms in a school as one school of the duration of the combined terms, and to count the 
different teachers, if such were employed, as one of the sex of the one teaching the longer term. This caused an 
apparent diminution in the number of teachers. Georgia does not report teachers except for schools under local 
laws. One state gives two sets of tables of enrollment of pupils, another two summaries of teachers, without 
expressed reason for a difference. Extended correspondence with local officers was necessary to bring the facts 
in all these states into some semblance of comparable form. 

In bodies of population dense enough to give them permanent employment the question, how many teachers, 
might be comparatively simple, but in localities where schools have but a few weeks' connected duration the question 
is more complicated. The record of annual enrollment of pupils is also much simpler where schools have a 
permanent organization. 

-The following states and territories are accustomed, directly or indirectly, more or less definitely, to report the 
time spent by pupils at school: Arizona, Colorado, Illinois, Indiana, Iowa, Kansas, Louisiana, Maine, Maryland, 
Massachusetts, Minnesota, Mississippi, Missouri, Montana, Nebraska, Nevada, New Hampshire, New York, North 
Carolina, North Dakota, Ohio, Pennsylvania, Ehode Island, South Carolina, South Dakota, Tennessee, Vermont, 
Virginia, Washington. 

This office has occasion to recognize the hearty co-operation of state superintendents of pnblic instruction and 
kindred officials. Some whose usual reports included the items desired urged special care, promptness, and accuracy 
upon local officers; others, as indicated, added the item of sex to their former reports; while others, whose plans 
for state reports were too far advanced at the beginning of the census to be modified, arranged to use census 
blanks for special inquiry. The correspondence therefore varied greatly for different states, exceeding, where it 
was necessary to address school district officers, 10,000 addresses in a single state. The co-operation of local officers 
was also an essential aid. 

The superintendents of the following states and territories by special effort furnished the Census Office the 
particulars named for the census year : Alaska, Delaware, Kentucky, Montana, North Carolina, Virginia, Wisconsin, 
sex of pupils; the District of Columbia, sex of teachers; New Jersey, color of teachers and color and sex of pupils; 
all of which indicates an advance toward unity of plan of state reports. 

The special difficulties in a proper tabulation of teachers are of less practical importance than difficulties in 
securing the true number of pupils, since it is plainly known from the general conditions that, except in overcrowded 
schools of the cities and towns, the number of teachers is relatively large for the number of pupils, owing to the 
multitude of very small schools. Statistics for teachers will improve quite as rapidly as general school statistics. 
Some of the hindrances in securing accuracy of rej)orts as to teachers are closely kindred to those which interfere 
with accuracy as to pupils. Throughout the union, with rare exception, the weak districts with brief school 
engagements during the year are liable to add term reports to make the annual report, showing several teachers 
when no more than one was employed at one time. This kind of duplication is by no means confined to the brief 
engagements of weak districts; term reports of some important schools are added to make annual reports. 

In a district which has had one teacher in summer and another in the winter, the returning officer sometimes 
is puzzled over a doubt whether to return one teacher, the number required at anytime during the year, or two or 
more that might represent the different individuals who actually rendered some service. His uncertainty is 
increased when all the persons employed are not of one sex. The report of time spent in teaching, already in use 
in some states, gives promise of a better basis of comparison, as the days taught by men and the days taught by 
women would more fully represent the work of men and women as teachers than the statement of the number of 
each sex who did service enough to be called teachers, and the combined service of the men and women would at 
once present one view of the teaching effectiveness. 

In a region of brief school engagements one person during the year may serve more than one district. It was in 
this way that in a county of Georgia 72 teachers taught 8tj schools, and in a county of Florida 5 colored teachers 
taught 7 schools. s 

The number of pupils enrolled in the year, at first glance, seems a simple inquiry that should receive a clear 
reply. In fact, it is far otherwise. 

Two serious conditions interfere with accuracy of record. One may be termed a frontier difficulty, but frontier 
conditions exist in old, feeble districts as well as in the infant districts of new settlements. When a school can be 



INSTITUTIONS. 5 

maintained but a few weeks at a time, its records, even if properly made, are apt to be lost tlirougb inadequate 
provision for their preservation. The primary need in some parts of the country is the preservation of the records 
of transient schools. In one state the superintendent shows that hundreds of districts are delinquent in their 
reports, and a like complaint comes from others. 

When this frontier difficulty of imperfect or lost records is remedied, a second arises of even more formidable 
numerical proportions, namely, duplication. This may occur by adding enrollment of different brief terms in a 
district Avith temporary schools to obtain the annual enrollment, or it may arise by treating every transfer, 
promotion, or return after protracted absence as an original entry, so that the first result of securing complete 
records may be an exaggerated annual enrollment. This form of error is not confined to schools with transient 
terms. In a recent state report are returns from one school for the professional training of teachers, giving the 
separate enrollment for each of three terms into which the year is divided and combining the three as a total. In 
the same report are included the returns of a kindred school, showing the "whole number of different persons 
enrolled during the year ". The returns given for the two schools are not comparable. 

Lesser sources of error will attract the attention of vigilant school officers. 

The late John Hancock, a man prominent in his appreciation of accuracy in statistics, while protesting against 
an excessive refinement of figures, may be advantageously quoted upon the first great source of duplication just 
named. In his last published report as state commissioner of common schools of Ohio, 1890, pages 6, 7, he said: 

To get complete and correct school statistics seems almost impossible. To obtain fairly correct statistics from the separate districts 
is not so difiSeult, since in this class of schools teachers are employed for the whole school year and, with the rarest exceptions, teach out 
the time for which they are employed. On the other hand, in a very large portion of the township subdistricts 2 teachers are employed 
for the same school each year, and in some of these districts 3 teachers are so employed. These statements are verified by the following 
figures: the last year the number of teachers required to supply the separate district schools was 7,414, the township schools 12,112. 
The number of different teachers employed in the separate districts was 7,568, showing a change of but 154 teachers ; but the number of 
different teachers employed in the township district schools was 17,592, indicating a change of 5,480 teachers. This showing reveals the 
chief source of the inaccuracy of, the statistics of this class of schools. The course pursued in making returns to the county auditor 
frequently is as follows : A teaches a school of 4 months in a certain subdistrict, and makes his report to the township clerk of the number 
of pupils enrolled, the average enrollment, and the average daily attendance. He is succeeded the same school year by B, who teaches 
a term of 3 months, and at its close makes a report to the township clerk similar to that of A. Now, probably three-fourths of the pupils 
enrolled by B had been enrolled by A. When the township clerk makes up his report for this subdistrict, he simply adds these 2 reports 
together, thus obtaining the results for the school year, and thus counting a large number of the pupils twice. In this way the total 
euroUmeut, the average monthly enrollment, and the average dally attendance are made, in some instances, from 50 to 75 per cent too 
large. 

* * * We shall be strictly within bounds if we estimate the excess of the registered enrollment above the true iu the township 
districts at not less than from 50,000 to 75,000 and the excess of the average monthly enrollment and average daily attendance in the 
same proportion. 

The same general conditions, modified in detail by local municipal organizations, prevail throughout most of 
the union. Wherever there are districts so weak as to maintain but brief engagements with different teachers in 
different portions of the year there are to be found similar probabilities of duplication. 

The superintendent of public instruction of Arizona names a uniform system of records and accounts as the 
most urgent reform needed in the public schools, a sentiment that with more or less earnestness finds response in 
old states and new territories almost universally. 

In some portions of the union omission to report operates to diminish aggregates. For the censns year 
conspicuous examples were ISTew Mexico, Alabama, and Arkansas. New Mexico is in a peculiar condition owing 
to the exceedingly sparse population and traditions of civilization and language unlike those of most of the country, 
having been taken into our limits not by an assimilating immigration but by conquest. The prospect is better for 
future attempts to obtain the facts. 

The general population of New Mexico is not in the United States by any act of its own. It was the strong 
grasp of our hands that took a great tract into our borders and endowed its Spanish speaking whites and sedentary 
Indians with citizenship, without asking their wishes or requiring any preparation on their part except that they 
were Mexican citizens at the time of the treaty. The region has been but gradually affected by the customs of 
English speaking people. The Spanish language still prevails over broad areas, and all public effort of the people 
is still closely related to the work of the church of their fathers. The national government publishes laws important 
to New Mexicans in Spanish as well as in English. The public schools, up to the law of February, 1891, were almost 
indistinguishable ii'om church schools. For New Mexico, therefore, in its transition condition, neither church 
authorities nor public school authorities can definitelytellwhatenrollmentor what expenditure ought to be credited 
to each. The children have been religiously taught, the teachers have been supported, the parents have been 
satisfied; but there is scanty record of particulars. The Catholic faith predominates, and the schools under the 
control of Catholic patrons outnumber those definitely reported under the charge of the Catholic Church. 

Close accuracy can not be claimed for the statistics of public schools in New Mexico, but they are believed to be 
more nearly accurate than any hitherto published. The territorial auditor, then ex-officio superintendent of schools, 
published early in 1890 a report for most of the counties for the calendar year 1889. The Census Office had much 



6 EDUCATION. 

correspondence and conference with territorial and local officials and ex-offlcials to perfect the report. The 
governor published a table of school statistics in his report submitted to the Secretary of the Interior September 
15, 1890, as nearly perfect " as it has been possible to make it from the reports received". By the aid of the 
governor and others additional approach to accuracy was afterward made. One published error was the school 
census for the school enrollment of certain counties. 

To appreciate the difficulties of securing correct returns, and especially of replacing records for a past yea.r, it 
is to be borne in mind that the large proportion of the people speaking only Spanish is a small hindrance comi^ared 
with the immense area of the counties. One county is almost as large as the state of Maine; 7 counties are each 
larger than any other New England state. When cities massing compactly upon a few square miles a greater 
population than all New Mexico and having long established systems of record find difficulty in making accurate 
returns of the boys and gii-ls in their schools, it can not be expected that errors will be eliminated from the reports 
of these great sparsely settled frontier counties. 

Alabama and Ai'kansas were free from the extreme peculiarities that showed themselves in New Mexico, and 
therefore more iiroperly exemplify such hindrances to accuracy as occur in many states. With better local records 
Alabama would make a better showing. The state officials of Arkansas complain of the deticiency of records from 
the inauguration of public school legislation to the present time. The county examiners complain of the neglect 
of district officers to furnish the enrollment of pupils, so that the county reports do not represent the full school 
attendance. 

Distinguished educators are justified in the belief that one inimediate effect of improving the records will 
often be an apparent loss in enrollment, even when the number of different pupils is actually greater. This is 
illustrated in the following letter, which also emphasizes the impracticability of fair comparison through records 
kept in dissimilar methods: 

Commonwealth of Pennsylvania, 

Department of Public Instruction, 

Harrisburg, March 13, 1891. 
Dear Sir: 

Permit me to invite your attention to important facts in making comparison of educational statistics of Pennsylvania. A change 
was made in the statistics of Philadelphia in the report of this department for 1887, and has been adhered to in all subsequent reports, 
reducing the reported number attending school by 70,000, or from 177,853 in 1886 to 107,807 in 1887. It was seen that in each year the 
average attendance was reported at 99,400. Investigation showed that when Philadelphia reported "number of pupils registered" she 
gave the sum of names on all the rolls of the several schools. Thus every pujiil promoted was enrolled more than once. All promotions 
are therefore included in the number given. 

When, therefore, a comparison is made of the number of pupils in Pennsylvania in 1880 with that of 1890 the increase, from the 
tables, appears to be in your bulletin but 1.59 per cent, while, as you will see from the inclosed sheet, outside of Philadelphia it has 
been 10.24 per cent, and even greater in Philadelphia. 

The basis of computation of attendance in Philadelphia, given in the report of this department, is now the number of children in 
the schools at the close of their school year in December. 

Very truly, D. J. Waller, Jr., 

Robert P. Porter, ^ Superintendent Public Instruction. 

Superintendent of Census, Waj?hington, D. C. 

Under date of March 24, 1891, Superintendent Waller writes as follows : 

As to the statistics on page viii, Report of Superintendent Public Instruction, Pennsylvania, for 1890, 849,055 is the total number 
of pupils enrolled in the state outside of Philadelphia, but it does not include any repetitions arising from promotions. Philadelphia's 
"number of pupils in school at end of year," 116,889, is the number in attendance at the end of December. Philadelphia is not under 
our general school law, but has a body of legislation specially designed for her; hence the statistics do not conform to those sent in 
from the rest of the state. There is an element of discrepancy, but it is much smaller than heretofore. 

An obstacle to fair comparison still remained in that the Philadelphia returns showed the enrollment at a 
selected date, not the number of different pupils in the year. The number originally published, 116,389, is the 
enrollment for Philadelphia as given for 1889 by the city superintendent. It proved to be the enrollment for the 
last day of the year only, and the superintendent meantime had changed his field of labor. One of the assistant 
superintendents wrote that there were no data for a definite statement of the different pupils enrolled in 1889, but 
that 159,255 might be considered a very close approximation. This adds 42,866 to the enrollment of December 
31, 1889, and correspondingly increases the state enrollment and the ratio of gain in the decade. The ratio of 
gain would be apparently greater if the proper deduction for duplicates in 1879 were practicable. ^ 

The public school enrollment of the Dakotas has been phenomenal. In a number of counties in South Dakota 
the school enrollment exceeds the school census, for which the correspondence of this office develops two reasons: 

1. Duplication by attendance of pupils in more than one district, greatly enlarged by the changes of residence 
of families trying different locations. One district may have a summer school and an adjacent district only a 
winter school, the same pupils in part attending both. 

2. The enrollment of those who are too young or too old for the school census, which in the Dakotas takes 
only those between 7 and 20 years of age. 

In the Dakotas the duplication of enrollment that comes of the change of residence within the year seems to 
have been relatively large. New settlers make their homes with a degree of restlessness that often involves a 



INSTITUTIONS. 7 

trial of several locations. In the great inpouring to Dakota this temporary residence seems to have attained 
unusual importance. In certain counties half or more of the population are reported to have changed their homes 
within the year from various exigencies of agriculture or mining. One fact that is emj)hasized by this explanation 
of duplicates is that immigrants organized schools with remarkable promptitude, so that the nncertain mover was 
out of the reach of the schoolhouse less frequently than in most settlements of like age. To this is to be added 
a sijecial development of the duplication that came of gathering from adjacent districts in the one that for the 
time had a school, concentrating in one district in summer and in another district in winter, but the perplexing 
situation is not without its testimony to the interest of the people in education. Instances occur where, as in New 
England, districts pay for transportation and tuition at schools out of their jurisdiction. 

Tlie confusing influence of duplicated enrollment is generally recognized, but not generally adequatelv met. 
The commissioner of jrablic schools of Rhode Island, in his mannscrii>t report to the Census Office, had rejected 
0,011 names reported as duplicated in the same town. In further revision he rejected 1,396 as enrolled in more 
than one town, leaving 52,774 different pui^ils in the public schools at some time in the year, losing almost one-eightli 
of the apparent number by reduction to the real number. The full detection of duplications for a large state can 
hardly be expected, but single counties, cities, towns, or districts may hopefully emulate these efforts in Ehode 
Island, Pennsylvania, and elsewhere in dealing with duplications within their own borders. 

Sex is recognized at a glance in the schoolroom, but when the names of boys and girls have been recorded 
without distinction it is a laborious task to sej)arate them, sometimes even wholly impracticable. The distinction 
of sex was given, just preceding the census, in state reports, except in those of the following states and territory: 
Alaska, Alabama, Connecticut, Delaware, Idaho, Iowa, Kentucky, Maine, Maryland, Massachusetts, Michigan, 
Minnesota, New Jersey, New York, North Carolina, Texas, Vermont, Virginia,>and Wisconsin. Vermont has two 
sets of returns of school enrollment whose aggregates vary by 3,328. The returns indorsed by the state 
superintendent as preferable do not indicate sex. 

Although the law of Alabama requires teachers to forward complete quarterly reports to the county 
superintendents showing the sex and race of pupils, the state reports do not show the sex, and the state total is 
seriously affected by deUnquencies, even of the separate districts. 

The chief school officer of each of the following states and territory, by a special effort, secured the information 
as to sex for the report for the census year : Alaska, Delaware, Kentucky, New Jersey, North Carolina, Virginia 
and Wisconsin. 

Some state ofScers declared that it would be impossible to secure the statement by sex for the census year. 
Fortunately county, town, or district officers in some of the states that do not embody sex or color in their state 
reports were able to furnish the facts more or less fully. Unimportant as sex may seem in the great mass of 
elementary public schools with nearly equal numbers of boys and girls, it becomes an element of great importance 
in some localities, as in a vast sparsely settled county of New Mexico where 30 boys are reported at school for 1 
girl, and in towns where special occupations draw more heavily on one sex than on the other. It is yet more 
important in determining whether the high schools are equably influencing the older pupils of the land, and in 
settling how far the high schools fail to reach boys as compared with girls. 

The numbers of colored pupils reported by local officers were embodied in the census tables, which for the 
states taking no regular notice of this element must fall below the real number. A separate record of color is 
rarely made in most northern states. While color has little weight in localities known to be almost or quite 
exclusively occupied by one race, it has come to be a very important item in national statistics. Even where no 
record has been kept it is not difficult to note, present facts, and in connection with local acquaintance to estimate 
closely for a past year. The columns for white pupils of the states making meager returns of color contain the 
unseparated colored teachers and pupils, of whom the number is relatively small. 

In 1880 the negro was called the colored race. Japanese, Chinese, and Indians are now counted as colored. 
The first two are relatively unimportant, and Indians have been treated separately or as part of the white 
population, especially in the southwest. In New Mexico those of Indian descent known as Mexicans under the 
Spanish formula have been counted as whites in United States censuses. 

Only the following northern or western states embodied color in their reports just preceding the census year: 
Indiana, Nebraska, and California. The state superintendent of New Jersey entered into the inquiiy with great 
interest and furnished a report for the census year by counties to show sex and color. 



8 



EDUCATION. 



An extended correspondence in most states that do not show the sex of pupils in the ordinary state reports 
secured what seemed to be a reasonable basis, or the best attainable, for au estimate of the relations of the sexes 
in each of the states named, as follows : 

BASIS FOR ESTIMATE OF SEX. 



Alabama 

Connecticut .. 

Idaho 

Iowa , 

Maine 

Maryland 

Massachusetts 

Michigan 

Minnesota 

New York 

Texas 

Vermont , 



Total enroll- 
ment in pub- 
lic common 
schools. 



302, 949 
126, 505 

14,311 
493, 267 
139, 679 
184, 251 
371, 492 
427, 032 
281, 859 
1, 042, 160 
476, 421 

65, 608 



Reported 
by ses. 



(a) 

85, 000 

2,770 

311, 000 

80, 000 
163, 310 
170, 000 
226, 000 
170, 000 
685, OOO 

00, 000 

56, 000 



a Sex estimated from ratios in adjoining states. 

It is simply impossible for any oue coming with his inquiries for a year past to secure accurate replies unless 
there are records for the facts he desires. With suitable records of the salient facts, beginning with the individual 
school and consolidated for each larger unit, the work of making national tables of these facts would be a very 
simple matter, involving very little time and labor for any year. 

It is evident that the value of the tables for comparative purposes is greatly limited by want of a continuation 
of record of the same facts, partly due to the changing conditions from one decade to another. 

The imperfections of the tables for 1890 are clearer to no oue than to those who prepared them. The defects for 
any state have a general continued uniformity from one decade to another, so that the comparison of the showings 
of Massachusetts in the successive decades, or of those of Arkansas in like manner, would reveal the changes in 
educational work in either state with a good degree of fairness. A comparison of the returns of Massachusetts, 
Ohio, or Nebraska with those of Alabama, Arkansas, or Texas in the same decade would not represent the 
comijarative work in education in different states with any general fairness unless a number of local conditions 
were taken into consideration. Some states have attained a regularity of reports that greatly adds to their value 
as indices of educational work, yet after 50 years of national school reports there remains something to be done 
in framing such reports in nearly every state, almost at the very foundation. 

The variations in legal school age and in the interpretation of the laws must be taken into account in 
comparisons between states, and in a much less degree in comparing returns of different dates for the same state, 
which may have changed its laws meantime. 



AGE AT WHICH LEGALLY ENTITLED TO ATTEND PUBLIC SCHOOL IN CENSUS YEAR. 



Alabama 7—21 Maine 4—21 

Arizona 6 — 18 Maryland 5 — 20 

Arkansas 6 — 21 Massachusetts No limit 

California 6—21 Mioliigan 5—20 

Colorado 6 — 21 Minnesota 5 — 21 

Connecticut 4 — 21 Mississippi 5 — 21 

Delaypare 6 — 21 Missoliri 6 — 20 

District of Columbia 6 — 17 Montana 5 — 21 

Florida 6—21 Nebraska 5—21 

Georgia 6 — 18 Nevada No limit 

Idaho 5 — 21 New Hampshire No limit 

Illinois 6 — 21 New Jersey 5 — 18 

Indiana 6 — 21 New Mexico 5 — ^20 

Iowa 5—21 New York 5—21 

Kansas 5 — 21 North Carolina 6 — 21 

Kentucky 6—20 North Dakota 7—20 

Louisiana 6 — 18 

The territory of Oklahoma was formed too recently to organize public schools in the census year. A public 
school system was established by an act of the territorial legislature approved December 5, 1890. At an election 
held December 30, 1890, one person was elected as president of the school board in each townshii) having a sufficient 
school population, and oue member of the school board was elected from each school district thereof, and in each 
city a president and one person from each ward thereof were elected as members of the school board. Private effort 
anticipated municipal organization, speedy as that was in the new territory. Greer county, claimed by Texas, 
had public schools in the census year. 



Ohio 

Oklahoma (after census year) 

Oregon 

Pennsylvania 

Rhode Island Local 

South Carolina 

South Dakota 

Tennessee 

Texas 

Utah 

Vermont 

Virginia 

Washington 

West Virginia 

Wisconsin 

Wyoming 



6—21 
6—21 
4—20 
6—21 
rules 
6—16 
7—20 
6—21 
8—16 
6—18 
5—18 
5—21 
5—21 
6—21 
4—20 
6—21 



INSTITUTIONS. 



9 



The minimum age for free admission to public scliools varies from in Massachusetts to 8 years in Texas- the 
maximum varies from 16 years in South Carolina and Texas upward; without limit in Massachusetts, Nevada, New 
Hampshire, and Rhode Island, except that local boards may prescribe some limits in the last named state. 

In Nevada the census school age is 6 to IS years, but it would appear that the age for attendance is limited 
only by power given to school trustees " to exclude from school children under 6 years of age wheu the interest of 
the school requires it to be done ". 

Many of the states prescribe age limits for the census of children, for distribution of funds, for prohibition of 
child labor, or for compulsory attendance at school, unlike the age limits within which the privileges of the public 
schools are given. Nonresidents and persons out of age limits can almost universally receive the benefits of the 
public schools, sometimes, in solitary cases, by tacit consent, and generally either by legalized methods of account 
against the districts of their residence, or by personal payment of fees when the demand is sufflcient to influence 
official action. In some instances school privileges are positively restricted to residents. 

The question is frequently raised why a satisfactory ratio of school attendance can not be based on the school 
age. It is plain from the table of school ages and the illustrations given that there is no national school age, and 
further, that states having legal age limits for school privileges vary widely in their adherence to them or in their 
adjustments of school privilege to school census age. A state whose school census and school privileges have 
the same age limits will make a showing of essentially similar attendance very unlike that made by a state whose 
school census and school privileges are for different age limits. Thus, in Massachusetts, using a census of those 
from 5 to 15 as a guide to necessary provision of school accommodations, the enrollment at school, about 
three-eighths of 1 per cent larger than the school census, is without age limit, and 9.5 per cent of this enrollment 
is of pupils under 5 or over 15 years of age, indicating an attendance of about 90 per cent of those counted in 
the school census. In a state whose school census and school privileges had the same age limits and with the 
laws rigidly executed, it could not occur that the school enrollment would exceed the school census, except in rare 
and peculiar sudden additions to school population, as when a multitude of new residents come into a town after 
the day of enumeration to use the schools the same year. In all ordinary circumstances, when using the same 
age limits, the enrollment would fall below the census by the unavoidable influence of casualty and illness, at 
least. 

The disturbing influence upon comparison is also marked when the minimum age for a school census is high 
or the maximum low, but either by law or by general consent the limitations are ignored in regard to school 
attendance. For examjjle, in the Dakotas the census limits and the legal limits for attendance are 7 to 20 years. 
A large per cent of the children, in the schools of the country and some of those in the Dakotas are under 7, a 
small per cent over 20. Among causes given by officers of counties in South Dakota for an enrollment of pupils 
larger than the school census is the enrollment of those under 7 or over 20, whose attendance is tacitly allowed. 

On the other hand, some communities and some states rigidly enforce the age limits. For example, Vermont 
was peculiarly at a disadvantage for comparative statistics in the census year. The maximum age limit for school 
attendance had just been reduced from 20 to 18 years. Officers were confused by the new duties imposed on them, 
and, in the words of the state superintendent of education, " no provision was made for youth over 18 years of age 
and no record of them was made". Not only is a fair basis wanting for comparison of school attendance in 
Massachusetts without limit and Vermont with a rigid limit but the records in Vermont during the brief duration 
of the lower age limit of attendance, or the school years ending in 1889 and 1890, can not be well compared with 
the records of the same state before the lower limit was enacted and after the higher limit was restored. 

The unsatisfactory character of state statistics as a basis of national comparisons may be illustrated by the 
accompanying showing of the relation of school enrollment to the enumeration of children as taken by local 
authority : 

VARIATIONS OF AGE LIMITS FOR THE SCHOOL CENSUS AS REQUIRED BY THE VARIOUS STATE LAWS IN 1890. 



Alabama 7—21 

Arizona - 6 — 18 

Arkansas 6 — 21 

California (n) 5—17 

Colorado 6—21 

Connecticut 4 — 16 

Delaware 6 — 21 

District of Columbia 6 — 17 

Florida (a) 4—21 

Georgia 6 — 18 

Idaho 5—21 

Illinois 6—21 

Indiana 6 — 21 

Iowa 5 — 21 

Kansas 5 — 21 

Kentucky 6—20 

Louisiana 6 — 18 



Maine 4 — 21 

Maryland 5 — 20 

Massacbusefcts 5 — 15 

Michigan 5 — 20 

Minnesota 5 — 21 

Mississippi 5 — 21 

Missouri 6 — 20 

Montana (a) 4 — 21 

Nebraska 5 — 21 

Nevada 6—18 

New Hamiisbire 5 — 15 

New Jersey 5 — 18 

New Mexico 5 — 20 

New York 5—21 

Nortb Carolina 6—21 

Nortb Dakota 7—20 

a See text immediately following. 



Ohio 6—21 

Oklahoma (after census) 6 — 21 

Oregon 4 — 20 

Pennsylvania 6 — 21 

Rhode Island 5 — 15 

South Carolina 6—16 

SouthDakota 7—20 

Tennessee 6 — 21 

Texas 8—16 

Utah 6—18 

Vermont 5 — 18 

Virginia 5 — 21 

Washington 5 — 21 

West Virginia (a) 6—21 

Wisconsin 4 — 20 

Wyoming 6 — 21 



10 



EDUCATION. 



Some desirable explanations that cau not be conveniently represented in so compact a table are here added. 

The law in California requires a census of all children under 17 years of age, specifying the age of each, but 
in the state superintendent's report (1889-1890) the children between 5 and 17 are treated as the census children, 
county by county, although the number of those under 5 years of age for the state as a whole is also given. 

In Florida the law requires a census of those between 4 and 21 as well as of those between 6 and 21, although 
only the latter are entitled to free public school privileges. 

In Montana the law calls for a census of children over 4 and under 21 and a separate census of those under 4. 

In West Virginia the law requires a census of children in two lists, one of those between the ages of 6 and 16 
years, the other of youths between 16 and 21 years of age. 

The next table gives the states in the order of per cent of enrollment on enumeration essentially according to 
their own reports, omitting a number which either gave no enumeration or gave it for a year different from that 
of the enrollment. Certain states carry the same enumeration two years or more, but most states make return of 
both enumeration and enrollment for the census year. 

A second table is presented in immediate connection with the above named table to bring together for 
comparison the states of like age conditions. States whose school census is limited between a high minimum and 
a low maximum will have a greater portion of their school population in attendance than states otherwise similar 
which have a low minimum and a high maximum age for school population. Very young children are often kept 
at home for prudential reasons, and many of those approaching maturity pass beyond the benefits of school. 

APPARENT RATIO OF PUBLIC COMMON SCHOOL ENROLLMENT TO THE ENUMERATION MADE UNDER STATE 

AUTHORITY, 1890— ARRANGED IN ORDER OF PER CENT. 



PEK CENT. 



New. Hampshire 172 

Massaoliusetts - 100 

Texas (community counties) 93 

South Dakota 91 

Vermont 86 

North Dakota 82 

Rhode Island - 81 

Delaware 80 

California 79 

Connecticut 79 

Kansas ^^ 

Iowa '^^ 

Nevada '^* 

Missouri 72 



PEE CENT. 

Nebraska 72 

West Virginia 72 

Ohio 71 

South Carolina 71 

Illinois 67 

Indiana 67 

Maine 66 

Michigan 65 

Georgia 64 

Utah 63 

Maryland 62 

Minnesota 62 

Montana 62 



PEK CENT. 

Washington 62 

Arizona 61 

Oregon 61 

Tennessee 61 

Colorado 59 

Wisconsin 59 

Alabama 58 

New Jersey 57 

Idaho 56 

North Carolina 55 

Virginia 52 

New York 51 

Arkansas 48 



APPARENT RATIO OF PUBLIC COMMON SCHOOL ENROLLMENT TO THE ENUMERATION MADE UNDER STATE 
AUTHORITY, 1890— ARRANGED IN ORDER OF AGB FOR PUBLIC SCHOOL CENSUS. 



STATES AND TERRITORIES. 



Connecticut 

Oregon 

Wisconsin 

Maine 

Montana 

Mas.'iacliusetts- - 
New Hampshire 
Khode Isianil... 

California 

Kew Jersey 

Vermont 

Maryland 

Michigan 

Idaho 



School 

census 

age. 



4—16 
4—20 
4^20 
4—21 
4—21 
5—15 
5—15 
5—15 
5—17 
5—18 
5—18 
6—20 
5—20 
5—21 



Per 
cent. 



79 
61 
59 
66 
62 
100 
172 
81 
79 
57 
86 
62 
65 
56 



STATES AND TERRITORIES. 



Iowa 

Kansas 

Minnesota 

Nehraslta 

Now York 

Virginia 

Washington . . . 
South Carolina 

Arizona 

Georgia 

Nevada 

Utah 

Missouri 



School 

census 

age. 


Per 
cent. 


5—21 


75 


5—21 


77 


5—21 


62 


5—21 


72 


5—21 


51 


5—21 


52 


5-21 


62 


6—16 


71 


6—18 


61 


6—18 


64 


6—18 


74 


6—18 


63 


6—20 


72 



STATES AND TERRITORIES. 



Arkansas 

Colorado 

Delaware 

Illinois 

Indiana 

North Carolina 

Ohio 

Tennessee 

West Virginia 

North Dakota 

South Dakota 

Alahama 

Texas (community counties; 



School 

census 

age. 



6—21 
6—21 
6—21 
6—21 
6—21 
6—21 
6-21 
6—21 
6—21 
7—20 
7—20 
7—21 
8—16 



Per 
cent. 



48 
59 
80 
67 
67 
55 
71 
61 
72 
82 
91 
58 
93 



Eatio not obtainable from local records for Alaska, District of Columbia, Florida, Kentucky, Louisiana, 
Mississippi, New Mexico, Pennsylvania, and Wyoming. Oklahoma had no public school records. 



INSTITUTIONS. 11 

It is to be remembered that some states with a limited enumeration age have an viulimited enrollment age. 
The enrollment of New Hampshire is swollen 25 per cent by pupils out of school enumeration age. The selectmen's 
enumeration is far too low, and the basis being too small the per cent of attendance is too great. In Massachusetts 
the enrollment is swollen 10 per cent by pupils out of enumeration age. In the Dakotas there was an unknown 
swelling of the per cent of attendance by enrollment more liberal than the enumeration limits. The enumeration 
for Texas is not given in the state report, except for the community counties elsewhere explained. Their 
enrollment is swollen 14 per cent by pupils over and under school enumeration age. In Vermont the enrollment 
and the enumeration have the same limits, but the friction of a new law so distasteful as to be quickly repealed 
produced sjjecial uncertainty as to some of the returns. In Ehode Island duplications are evidently excluded 
as in no other state, but about 6 per cent of the enrollment is of those over and under the enumeration age. 
Tennessee, as well as Alabama and Arkansas, would make a better showing if the delinquent local officers furnished 
due reports. The relatively low per cent shown by New York seems to be depressed by unsatisfactory returns 
from the great cities as compared with the state at large. In enrollment New York and Brooklyn show but 49 
per cent, Albany and Buffalo fall nearly to 40 per cent, Troy and Eochester to 39 per cent, on the basis of the 
enumeration given by the state superintendent for 1890 for each city named. 

Confusion, duplication, and omission are expected in new, sparse settlements, but some of the most unsatisfactory 
records are from old states with comparatively compact settlements and great cities. The superintendents of 
several states specify instances where gross errors of local enumeration or record are evident. 

In examining the tables shoving the apparent changes in jiopulation and in public school enrollment and the 
relation of the sexes in the public schools, emphasis is to be laid on the distinction between a real rate and an 
apparent rate. One is sometimes unable to reduce known facts to the exactness of iigures, and must content 
himself with columns representing the conditions shown in records and the explanation of disturbing influences 
whose exact force is indeterminable. The wide diversities of school age and of methods of record are to be 
remembered in interpreting the tables. The improvement of local records produces contrary effects according to 
the character of the defects remedied. In states where delinquency in records has been reduced to insignificant 
proportions the elimination of duplications tends to decrease the api^arent aggregate. 

In general all reports secured from those who previously have failed to report go to swell apparent aggregates; 
the improvement of records by elimination of duplicates tends to diminish apparent aggregates, generally affecting 
most the states with the oldest school organizations, although the age of the school system is not a guarantee 
of superiority of records. 

The National Educational Association has recognized the inharmonious condition of school statistics, one step 
toward a remedy. 

The state superintendent of public schools of Missouri, in his report for 1891, says of the.present condition of 
statistics : 

It would be a genuine satisfaction to a state superintendent to be able to compare liis state with the other states of the union as to 
important educational statistics. However, no such comparison is possible. Each state has its own items of statistics. In many cases 
different meanings attach to the same item in different states. As far as possible the items of educational statistics for the different 
states should not only be the same but should have the same meaning in each of the states. 

The state superintendent expects to have instruction given on the making of reports at the state training 
school and at all the county institutes, showing inexperienced teachers how to make their reports correctly and 
urging them to assist district clerks in making their reports. This form of instruction has been almost ignored in 
professional schools for teachers in various states. 

The census is the agency of the people for gathering great groups of facts into an intelligible whole at stated 
intervals. If the officers of the people in the smallest units of social organization have no records or let them 
tangle like a mass of unwound yarn, time and labor will be required to obtain facts and arrange them in an orderly 
manner. Unfortunately it is not a question of time, labor, and money only. No skill, patience, iidelity, and 
industiy, even at unlimited expense, can obtain satisfactory results in a national bureau of statistics till the local 
records are reasonably complete and accurate. With clear local records, kept at imperceptible increase of cost 
over that of the present confusion of methods^ the materials for national compilation would be ready at call, and a 
central bureau could be justly held to responsibility for errors in the grand result of combination. 

In all the years of a so-called school system of the United States the country has not reached anything like 
uniformity in recording essential facts or even in agreement as to what facts are essential. The great lesson of 
the census of 1890 to the people of the United States, and to those connected with schools in particular, is the 
necessity of completeness and accuracy in local records of items essential for national information and comparison. 

With all the defects of records and a variable use of terms belonging to a transition period, partly stated 
above, the educational division of the census has made a careful attempt to present an intelligible showing of the 
conditions. With a continued gain in local records the efforts of statisticians will hereafter develoiJ more 
satisfactory results with like labor and pains. 



12 EDUCATION. 

RECORDS OF PRIVATE AND PAROCHIAL SCHOOLS. 

The collection of tlie statistics of private and parochial schools is snhject to difficulties in part like those 
pertaining to inquires as to public schools. Brief terms of private schools often have no records. The teacher 
and the patrons are more or less satisfied with their temporary relations, and when the former has closed his 
work no details are traceable. In many cases some confusion of names or of addresses has required numerous 
letters to obtain statements for permanent schools. 

There are difficulties and liabilities to error in grouping pupils as public and private in institutions combining 
both functions, as when a private academy is used as a state school for training teachers, receiving certain pupils 
in its capacity of state service and certain others in its capacity of private service. There are still other 
institutions receiving large sums of money from the national or state treasuries which are controlled by private 
corporations without distinctively public pupils. The custom of the Census Office has been to call an institution 
private that is controlled by a private corporation, even though it depends largely on public funds for its support. 

In the schedules for private and parochial schools, questions as to fstudies were introduced to aid in determining 
the proper classification for each school. Elementary schools maintained by single congregations making religious 
instruction dominant have been counted as parochial. Denominational _s(!hools of more advanced character or 
maintained as missionary enterprises have been counted with private schools. Mere catechetical classes, meeting 
on Saturday or at special hours for religious instruction only, have not been here included, which is a numerical 
disadvantage of several thousand to this report if compared with any denominational statistics that include more 
or less of such classes in their statements of parochial schools. ' 

As one teacher says, there are difficulties in securing statistics of private schools in the south. Most of the 
schools are taught in rural districts, and the teachers are not easily reached through official communication. Many 
of these schools are taught by students in advanced classes of southern colleges during vacation time, who, until 
recently, have had no information that such reports are desirable. 

In Kentucky a county superintendent says: 

"We have a nnmbev of what are known as 3 months' subscription schools that are never reported to the connty superintendent. 

Another county superintendent of Kentiicky says : 

In each district a school was conducted the time required hy law, aud after the public term a private school was taught iu luany 
of the districts, though not reported. 

This statement is suggestive of a considerable amount of teaching in different parts of the union that escapes 
record by its transient character. 

Public schools are nominally bound together in a system whose nerves connect the humblest district of the 
extremities with the head in the state capital. Not even a nominal system embraces the private schools. Some 
transient private schools of the census year left no record. Changes of name and of address confused 
correspondence for more permanent schools. The general response to the census inquiries was cordial, but a 
reluctance to furnish information evidently kept back some returns. 

The citizen who believes that the pubhc school should do all educational work ; the opposite extremist, who does 
not believe in even elementary instruction at public expense; citizens looking to the state to make general provision 
for universal education and to private zeal to make provision for special needs, all have a vital interest in the 
enumeration of every private school as well as in that of every public school. Private school teachers of any high 
purpose have an interest iu the aggregate efficiency of all schools, including their own. Those interested in private 
schools from a religious motive generally recognize the importance of accessible statements of school enrollment, 
and great labor is expended to secure accuracy in year books of organizations maintaining parochial schools or 
elementary schools in the congregations with religions instruction dominant, and other schools that depend on a 
support broader than that of a local congregation. 

Private institutions are individually reported with more or less fullness in the state reports of California, 
Georgia, Illinois, Indiana (1887, 1888, not 1889, 1890), Kansas, Massachusetts (1891), Mississippi, Missouri, New 
Hampshire, New York (regents' report), North Carolina, Ohio, Oregon, Pennsylvania, South Dakota, Tennessee, 
and Washington; by gross enrollment in the state reports of Connecticut, Florida, Iowa, Massachusetts (1890), 
Michigan, Montana, New Jersey, New York (superintendent's report), Rhode Island, Utah, Vermont, Virginia, 
and West Virginia. The report of the regents of the University of the State of New York is very full for academic 
aud higher institutions reached by ixniversity examinations. The report of the state census of Massachusetts in 
1885 is high authority for private school enrollment at that date. Few state officers claim comiileteness iu their 
returns of private schools. 

MUNICIPAL ORGANIZATION FOR SCHOOL PURPOSES. 

There are peculiarities of municipal organization which should be clear to anyone using local statistics of 
public schools for comparative purposes. A municipality organized for the control of street, sewer, police, and 
fire de])artments is often distinct from a municipality partly or wholly upon the same area dealing only with public 
schools. Many such cases are under special laws, and require individual investigation. In addition to cases of 
this character, the system of land surveys in the states formed from the public domain, combined with the national 



INSTITUTIONS. 



13 



policy regarding education, Las been the basis for school municipalities independent in taxes and administration of 
the organizations which have been formed on the same areas for other ijublic needs. 

With meridians for counting east and west and parallels as base lines for counting north and south, the public 
lands are laid off into townships G miles square, known as congTcssional townships. These are subdivided into 
square miles or sections numbered from the northeast corner westward, then back and forth to the southeast 
corner, as in the following diagram: 



6 


5 


4 


3 


2 


1 


7 


8 


9 


10 


11 


12 


18 


17 


16 


15 


14 


13 


19 


20 


21 


22 


23 


24 


30 


29 


28 


27 


26 

• 


25 


31 


32 


33 


34 


35 


36 



The sixteenth section of each township was set apart as a basis for a school fund in the admission of states 
j)rior to 1S53. In 1853 an additional section of land in each township (the thirty-sixth) was granted to California, 
and every state admitted since has had the 2 sections. This endowment generally, but not uniformly, has become 
a township fund. The pressure for admission into the union as states has been heightened in some instances by 
a desire to reap the benefit of tliis land grant. The details of management, lease, or sale vary according to the 
laws made by the state in which such lands lie, but the fact to be emphasized here is that the general government 
has marked out a tract, given it a recorded name, and set apart resources to aid in maintaining schools without 
waiting for citizens, so that it required but the simplest act of the first settlers to convert townshij) 40 north, range 
13 east of the third principal meridian, into a municipality for school purposes. Such municipality, or one formed 
by an authorized subdivision into districts, may stand to administer schools when great cities have grown on the 
same area. As a marked example, reference may be made to Chicago, Illinois, within whose present borders there 
are parts of several townships, some of whose primitive school municipalities, grown to city proportions, have been 
absorbed into the metro])olitan system since the Tenth Census. The sixteenth section of township 39 north, range 
14: east of tlie third principal meridian, covering the mouth of the Chicago river (a fractional township by reason 
of the lake margin), is in the heart of business, and part of it is yet leased for the benefit of Chicago schools. 

COMBINED PUBLIC AND PRIVATE TUITION. 

A condensed statement of the conditions in Eichmond, Indiana, at a comparatively recent date, set forth in 
the historical pages of the report of its schools for 1889, illustrates a common experience. It shows that for about 
10 years the terms of free schools were preceded or followed by several months of private schools. Frequently the 
teachers employed in the public schools organized subscription schools of pupils in their respective grades to 
follow the ])ublic term. Often the teachers of private schools had no connection with public schools, except to use 
rooms in the public school buildings. In 18C1 a scheme of reasonable success was adopted for conducting the 
schools under trustees, retaining the same organization throughout the year and collecting fees for the time not 
provided for by public money. Authority for taxation gradually provided additional means, till the "pay term" 
disappeared in 1868. Al an earlier date districts in Illinois pursued a similar course. Sometimes a small tuition 
fee was charged in each term to supplement public funds. The experience through which these states passed is 
the present experience in many states. In Indiana the law still ijrovides that when a schoolhouse is unoccupied 
by a common school of the state, and a majority of the people who form the school at such house make application 
to the trustees having charge for the use of the house for a private school, it shall be the duty of the trustees to 
permit the schoolhouse to be used for the private school by the teacher mentioned in the application, but not for 
longer time than until the house may be wanted for a public school; and such permission and use shall be upon 
the condition that the teacher employed shall report, in writing, to the trustee: first, the number of teachers 
employed, distinguishing between male and female; second, the number of pupils admitted into the school within 
the term and the average daily attendance; third, the cost of tuition per pupil per mouth in the school. 

The instructors are not necessarily licensed as public school teachers. There were reported in 1890 nearly 350 
such schools, mainly of a very elementary character and in rural districts, with an enrollment of some 5,000 pupils, 
evidently generally enrolled in the public schools at other seasons, and therefore not separately entered in the 
census tables of school enrollment. 

It is frequently the case that this class of schools is in demand for pupils who, by reason of sickness, bad 
weather, or other causes, are a little behind the classes which they hope to enter in the public school when it 
reopens. 



14 EDUCATION. 

Private and public schools overlap in various ways, but these conditions mark the growth of systems of 
education. Even in states where public free schools supported by local taxation are popularly supposed to 
provide for all the children, j)rivate effort is largely used to supplement public effort. In some towns of New 
England an academy the trustees of which retain almost absolute control of its exercises and appointments is 
paid from the public fund to assume the instruction of advanced pupils in the locality, saving much of the expense 
of a separate high school. In the northwest thousands of children who attend public schools are gathered into 
parochial schools in the intervals between the fragmentary terms of country and village schools. 

There is hardly a state without some schools showing a kindred combination of private and j)ublic effort. 
Neighborhood effort often furnishes buildings that serve for almost all iiublic gatherings, including school and 
church. In towns this may take a recorded form, with a legal title for the building and site. In the open country, 
however, and in wooded regions, especially in the south, where the mildness of the climate favors ruder buildings, 
it is often the case that some individual permits the use of his land as a site for a house, which is constructed by 
the people with timber taken from an adjacent forest. For localities that recently had no schools any effort of the 
people means progress. 

It is in the south, so lately enlarging the effort for popular education, that the combination of public and 
private school work is most conspicuous. In several states it is quite common to give what public money there may 
be to teachers or institutions drawing much of their support from private or denominational resources, and in 
some instances it seems to be quite as much by the rule of unanimous consent as by statute law that the funds are 
so used. The returns to this office abundantly illustrate that so long as a community is essentially agreed in 
public policy or in religious preference little criticism arises as to the legal technicalities of efforts for the advantage 
of the public. The hamlet or town of one religious belief takes no offense at spending church and municipal 
nioney or any other obtainable funds in enlarging the work of the same school, nor do religious exercises in the 
school conducted by those of their faith give offense to the patrons. When a community combines people of 
widely diverse views of jDublic policy or of religious faith in its efforts for free schools, the expenditure of money 
and the character of the exercises become matters of sensitive concern. 

There are many instances in which public schools can not be distinguished from private schools by their 
names. The designation high school is used for both, and a few cases occur where free school or free high school 
is applied to a private school. The same school was often designated to this office by the name of the county or 
town in which it is situated, by the name of a former principal, by the name of the present principal, or by a 
corporate name. Duplication of requests in such cases was unavoidable, as only after much correspondence could 
the significance of the several names in common use in the vicinity be determined. 

In Pennsylvania we find a limited number of private tuition schools in the intervals of public terms, even in 
the same buildings and with the same teachers as the public free schools, but with no responsibility to public 
authority beyond that of tenants. Some of these schools take the name of summer normals and have relatively 
mature pupils, not always preparing to teach. 

These extracts from letters from central Pennsylvania resemble letters from Texas : 

(1) The village has really no private school. All is public except a short term of 11 weeks after the public schools are closed. 
This is principally normal training for teachers. 

(2) There is no private school of any kind in this township. What is known sometimes in the papers as the academy is 

only a public school having 2 rooms, and the higher room or grade is sometimes called the academy. There is usually a term of 

2 or 3 months of a subscription school in the schoolhouse during the early summer after the public school closes, mostly taught by the 
teacher that taught the previous term of x^ublic schools. 

A report from Vermont says : 

This school is run part of the year as a private school, i. e., the school board will hire a teacher for 22 weeks and give the teacher 
the use of the property for a spring term which is paid by tuition from each pupil. 

In the south public moneys are derived mainly from state appropriations, permanent county or township 
funds, but not usually from local taxation, except for localities under special laws. For example, in Texas, out 
of 205 counties reporting to the state superintendent, local school taxes are shown in but 130. In general at the 
south the public funds are not sufficient to maintain long terms of free schools, and customs have grown up in the 
support of schools by combined public and private effort that have generally disappeared in the north. The 
methods taken in different states to make the public funds most helpful affect the statistics of the states variously. 
It may be noted here that two items of great consequence in themselves and in their cost where Avinters are severe, 
the house and the fuel, are of less relative importance in a climate where comfort is secured with a shade from the 
sun and a shelter from rain. It is quite common in the open country of the south to carry on a school without any 
property belonging to the public and without any outlay for fuel. The use of a site, the material and labor of 
erection, without more money than wUl buy glass and hinges, are contributed by individuals for a house that 
does not appear in statistics of public property, and such fuel as may be necessary is picked up freely from 
adjacent woodland. The same system of building, but requiring larger cash contributions, is found in many of the 
villages and cities. Partly under forms of law, partly by customs not recognized in legal enactment, arrangements 
are made in southern states with proprietors of private schools to give free elementary tuition to the children of 



INSTITUTIONS. 15 

the vicinity for such time as the public money will cover. The limitations of age and of legal studies vary 
considerably, making it almost or quite impossible, in connection with the other circumstances mentioned, to 
make an absolute distinction between private and public school enrollment or to discriminate completely such 
duplications as occur. 

The legal age in Texas, outside of the chartered cities and special districts, has narrower limits than iu any other 
state, being from 8 to 16 years. To a great extent in the south the tuition period is considered as wholly a private 
school not controlled by public school regulations. In Texas the combination of a free term and a tuition term is 
very generally maintained under the continued control of the school board, the tuition arrangements either for 
more time or for pupils out of legal age being regarded as extensions of the public free term. It is in the power 
of each county commissioner's court in Texas to determine whether to provide for the election of a county 
superintendent of schools or to leave the county judges as ex officio county superintendents of public instruction. 
One of the latter offlcers in southern Texas writes: 

We have no schools in this county other than public schools. In some instances schools are conducted by private subscription 
after the free school fund is exhausted, but in every instance the schools thus taught are public and under the control and management 
of the trustees of that district. 

The principal of a public school in a city of southern Texas writes : 

No strictly private schools are now maintained in this part of the state, so far as I am able to ascertain. The school at this j)lace 
is this year supported one-third l)y public and two-thirds by private funds. The private fund is not tuition, but an amount guaranteed 
by responsible citizens. The amount of the private fund for the present scholastic year is $1,400. 

In North Carolina the law authorizes a contract with a private school to maintain a public fi'ee term for the 
public money, the teachers during this term being amenable to the public school officers, which differs from the 
Massachusetts contracts with academies in two particulars : the North Carolina contracts are generally fiji- 
elementary instruction, the Massachusetts contracts chiefly for secondary instruction; the North Carolina contracts 
give the legal control of the school to the public; the Massachusetts contracts leave the management of the school 
under private control. In North Carolina a list of elementary studies is all that is allowed in public schools 
except under a proviso for special arrangement by the school committee for other branches to be taught. 

Under section 2591 of the state laws a provision is made authorizing the union between public and private 
schools. As amended by the laws of 1889 school committees are empowered to contract with teachers of private 
schools; provided: 

In any school district where there may be a private school, regularly conducted for at least 9 months in the year, the school 
committee may contract with the teacher of such private school to give instruction to all pupils between the ages of 6 and 21 years in 
the branches of learning taught in the public schools, as prescribed in this chapter, without charge and free of tuition; and such school 
committee may jiay such teacher for such services out of the public school funds apportioned to the district, and the agreement as to 
such pay shall be arranged between the committee and the teacher; provided, any teacher so employed shall obtain a first grade 
certificate before beginning his work, and shall from time to time make such reports as are required of other public school teachers 
under this chapter ; provided further, that the board of education of the county and the county sui)erintendeut shall have the same 
authority in respect to the employment and dismissal of teachers under this section and in every other respect as is conferred in other 
sections of the law; and provided further, that all contracts made under this section shall designate the length of the public school term 
which shall not be less than the average length of the public school terms of the county of the preceding year. 

Note [by state superintendent] . — This section is intended to harmonize the public and the private school interests, but it does 
not contemplate that the pupils of any one district be divided among the different private schools that may be located within its limits. 
The general law provides that districts must be laid off and definite territorial lines established and a public school house provided, at 
which all the i^upils within such lines are to attend school. If, however, the committee think best, they can employ the principal of a 
permanently established private school to teach all the pupils of the district, following the spirit and the letter of this section. 

While the committee are to decide whether such contract shall be made with a teacher of a private school, the board of education 
are to determine whether the private school is such a one as is contemplated, if there is any doubt on this point; and they are to see 
that the law is complied with in all other particulars. The length of term must be required as provided in the section, and the board 
of education have control as full as iu other schools. 

In case there are in the district a female school and a male school, the committee can arrange so that the female pupils may attend 
the female school and the male jjupils the male school ; and the funds in that case shall be divided proportionally according to the 
census. 

In Georgia, whenever on account of sparseness of population it is impracticable for the county boards to make 
arrangements for keeping up the primary schools for 3 months of the year, the boards have the power to provide 
for schools to continue for 2 months only, so located as to be convenient to the majority of the children for whose 
benefit they are established, and each containing not less than 15 pupils; and the school terms maybe so arranged 
that the same teacher may serve in two, three, or more schools. Such schools are called iu the law ambulatory 
schools. Under the general' law pupils in advanced studies are regarded as private students, since it is illegal, 
outside the places Avith special laws, to use public money for any but elementary instruction. By the constitution 
schools not common schools are not to be deprived from participation in the educational fund of the state as to all 
pupils therein taught in the elementary branches of an English education. 

Georgia presents a special condition in the so-called long term schools. In 1890 it was found tliat the public 
money would maintain public schools for 80 days. Contracts were authorized with private schools that would be 
open at least twice 80 days, by which a child of the vicinity, entitled to the privileges of the public schools, should 



16 EDUCATION. 

have a claim upon the private school for elemeotary instruction to the amount of 80 days, attending at his 
convenience, within the total annual continuance of the school. For 1891 the free tuition in such cases was 5 
months or 100 days. 

In some of the southern states it is quite common to allow teachers to teach a free term till the public money 
is exhausted and then to extend the school as a private school. It is also somewhat customary to arrange so that 
the elementary resident pupils, paid for with public money, are assigned by the school proprietors to rooms and 
teachers distinct from the nonresident or advanced pupils who pay tuition. This gives ready opportunity to keep 
separate records of a private school and a public school under the same general control, not without probability of 
duplication in the enrollment in different parts of the year, but less perplexing than the records of a private school 
receiving pupils on public account under an arrangement that permits distributing 80 or 100 days' free attendance 
at public cost over 160 days iu a semiprivate school. 

There were public schools throughout Tennessee earlier than in most southern states. Public effort and private 
effort are often combined in the same school, academies being conducted as public schools tiU the public fund is 
exhausted and by the principals on their own account for the rest of the year. 

A certain report shows a combination of a public school with a private school, forming a consolidated free 
school for 10 months. In another county a greater number of the schools are in churches. In yet another a few 
schools continue 10 months in the year, peo^ile agreeing to pay tuition when the public fund is exhausted. 

A teacher from Louisiana reports: 

This school is an ordinary public free school and the free term is merely supplemented by a private term. 

The following letter from Florida illustrates one reason why school property does not make a greater showing 

in public records : 

The school buildings and grounds are private property ; that is, they are not owned by the school board but by patrons. The board 
does not have to pay rent for them, however. Some of the furniture is owned by the board. 

In addition to causes which leave duplications in returns of public schools, there is a duplication thus far 
unavoidable and immeasurable iu the grand aggregate of those who are in public schools and in private schools 
in different parts of the same year. The effect of this form of duplication is least in the northeastern states and 
is greatest in certain southern states, where public appropriations and private contributions or tuition fees are still 
largely united for the su]jport of public schools in a manner generally, but not universally, superseded in the 
north by local taxation to make public schools free. The Census Ofiice endeavored to separate the purely private 
schools from the public schools that might depend on private aid, but it can not claim to have reached full success. 
After thoughtful consultation and careful consideration it seemed wise generally to count a school as public or 
private according to the controlling power under which it was maintained, but this line could not be followed 
without many perplexing incidents. The great difficulty in securing clear distinctive reports will be plain to those 
educators who have had occasion to examine closely into the conditions in each state, and find some of the most 
marked local peculiarities which affect the line of division between public and private schools as given below. 

In the northeast, in Massachusetts, a town is legally allowed to contract for the tuition of its high school 
pupils in a private academy whose trustees and teachers are not amenable to any public control more direct than 
popular sentiment. In some New England states school boards pay for tuition of their pupils at some other 
school and transportation between the school and their homes, when it seems unwise to maintain a school under 
their own control. 

In New York, under regulations of the board of regents of the University of the State of New York, an 
allowance from the public fund is made to any school, private or public, which shows under the regents' 
examinations that it is making a standard contribution to education, resembling more closely than anything else 
in tliis country the English grant in aid system by which an allowance from public funds has been made to a school 
that shows that it contributes something to general education, whether that school be Brahman, Mohammedan, 
Christian, or without distinctive religious character. 

The modes of conducting the combined public and private schools are not uniform even within one state, as is 
evident on comparing the following citations from letters received from Texas with those already quoted: a 
letter from central Texas reports a school which is public 20 weeks and jirivate 12 weeks, with a separate teacher 
for each part. Another letter from the same ])art of the state reports a school public 12 weeks, parochial 20 
weeks, with no religious instruction in the iirst 12 weeks. Another school in southwest Texas is reported as held 
in a church, the church authorities furnishing teachers and receiving public funds for instructing public school 
children 19 weeks, and after the fund is exhausted continuing 9 weeks as a strictly jirivate school. A school in 
northeast Texas reports : 

The property is owned by private individuals, but the public school is taught in connection with the private. 



INSTITUTIONS. 17 

GENERAL CONDITION OF EDUCATION. 

It is impossible to reduce the most important elements of education to statistical form. They are to be 
measured by the relative integrity, thrift, prosperity, and happiness that residt from the combined circumstances 
that mold the life and develop the character of either an individual or a community. The ultimate essence of 
education is mental, moral, spiritual. We must learn something of its condition in any community by studying 
the records of public order, or rather of public disorder and crime, since the municipal records treat good order in 
the negative way. We may be guided somewhat in our estimate of relative education by the general peace and 
contentment of a people, yet at the time of observation .some special incident, like a storm sinking a fishing fleet 
or the collapse of a miTie, may have a disproportionate effect in depressing a community habitually prosperous and 
peacefully happy. The fundamental education of nations is not manifest in small units of time, nor is it revealed 
through examination papers or grade marks. Owing to the difficulties that attend statistical measure of real 
education, men study the records of external appliances, like school enrollments, promotions, and percentages, 
the number of teachers and the accommodations of houses devoted to school purposes, too often forgetting that 
these are insignificant except as exponents of work whose character, as wrought out by either teacher or pupil, 
is constantly a variable quantity. 

One can not gather carefully the statistics of buildings and teachers and pupils without perceiving many 
general circumstances, not reducible to figures, that must have a bearing on the interpretation of the educational 
efi'ectiveness of those elements which go into annual and decennial records. 

Education appears for the first time in census tables of the United States in 18i0, so that the census reports 
on that subject now cover a period of 50 years. 

The conditions in 1840 were such that the classification adopted roughly suggests the number who might 
respectively be classed as elementary, secondary, and superior in their lines of study. It is highly probable that 
the very small number of special institutions then existing under private or public beneficence were included in 
the general summaries. Such institutions in recent census years have been grouped by themselves. In tlic 
report of 1840 merely the number of pupils was given, without sex or color. The nation expected but one race to 
attend school. For Massachusetts alone the number in elementary schools and the number at public charge 
approached agreement. At that time Massachusetts was almost singly conspicuous in the general maintenance 
of free schools. 

It is claimed that in 1840 a union graded free public school was organized in central New York, and in 1842 
a similar step was taken at Detroit, Michigan. Whatever may be the ci'edit due for leading in this widening of 
the public free school, there was between 1840 and 1850 a very rapid development westward of schools depending 
on local taxation for support. For a time many of these schools derived some assistance from tuition fees, not 
only of nonresidents, as is still the general practice, but of all pupils, a custom not yet wholly discontinued. The 
tables for 1850 indicate the growing prominence of public schools, but in the change of conditions the classification 
does not so fully indicate the range of work as in the returns of 1840. 

The table for 1860 illustrates the continued growth of the public free school sentiment north of the general 
line suggested by the Ohio river, with a marked modification in Indiana, where the authority to levy adequate 
local taxation was delayed yet later by leason of a decision of the state supreme court. 

The table for 1870 indicates social changes as compared with the table for 1800. The great civil war had 
intervened, the public schools in the older northern states had passed the stage of rapid growth belonging to new 
popular institutions, a^d their enlargement approxinuited the variations in population more than in the previous 
decades. In this decade, however, there were indications of the growth of the public school southward. This 
new growth must not be mistaken for the inauguration of public schools. The large cities of the south had 
efficient public schools long before, and all states from Alabama westward formed from the public domain were 
organized like the oldest states of the northwest, with a division into congressional townships and the grant of a 
section or square mile of land in each township for school purposes. The public schools of the south, like the 
earlier public schools of the north, appear in 1870 largely dependent on tuition fees and other private resources. 

The table for 1880. unfortunately, contains onh' the record for public common schools, the Census Office having 
been closed before the material gathered for private schools and for superior j)ublic institutions was ready for 
publication. The growth of public schools in the south was very great in the decade, as well as in newly settled 
portions of the north. The colored element, almost unschooled in earlier decades, begins to appear in the returns 
of public school attendance. 

The summary table for 1890 shows a continued growth of public schools in the south and west, and among the 
old northern states a relative decline as compared with population, resulting for the whole country in a growth 
slightly greater in proportion than the growth of population. Were we able to compare the enrollment in all 
schools in both decades, it is quite possible that the gain in private schools, including the parochial schools, would 
exceed the apparent local decline in public school enrollment, so that no indication of decline ih general education 
would appear. The unfortunate failure to reach results for ijrivate schools in 18S0 prevents any authoritative 
compnrison with that year. 
KD 2 



18 



EDUCATION. 



The following table presents the geneial changes that have apparently taken place in 50 years by rlecades: 

PUPILS ENROLLED IN SCHOOLS, NOT INCU'DING ALASKA, EXCLUSIVE (FOE RECENT DECADES) 
OF SPECIAL CLASSES, REFORMATORY, CHARITABLE, AND INDIAN SCHOOLS. 



ITEJIS. 




1S90 


1880 


1870 


1800 


1850 


1810 




62, 022, 250 

14,371,893 

612, 768, 965 


50,155,783 
9, 951, 608 


38, 558, 371 
7, 210, 420 
6. 228, 000 


31, 443, 321 
5, 477, 037 
4, 955, 894 


23, 191, 87C 
3, 642, 694 
3, 354, 173 


17, 069, 453 
2, 025. 656 
1,845,264 




Primary aud common. 1840 


imblic, 1850, etc. (a) 



a "Primary and common"' in 1840; " public *' in 1850, 1860, aud 1870; " public common" in 1880 and 1890. 
b Inchules 64,478 additional to common schools. 

The errors in all the years seem to have had a fairly uniform influence, apparently partly due to the constancy 
of local conditions. The variations of school age and methods of administration must modify the value of any 
comparisons between two states. Great local changes adjust themselves into a moderate general effect. In 
illustration, compare the 20 years from 1850 to 1870 and the 20 years from 1870 to 1890. Population ai^parently 
increased in the first interval 66.26 per cent and in the second 62.41 per cent. Total school enrollment seems to 
have increased 97.94 per cent between 1850 and 1870 and 99.32 j)er cent between 1870 aud 1890, rates nearly 
identical. The difference in the use of terms and the uncertainty of their Interpretation in the various censuses 
make minutely accurate comparison impracticable. 

The term public schools is popularly used in recent years to include the great body of common schools, as 
they are called in certain states, maintained for local convenience, not usually including schools — universities for 
example — maintained for the general public, nor the various special schools, supervised in some states by boards of 
public charities, less important in 1840. At the south, and to a degree in the north, public and private effort are 
often so combined that a rigid distinction is impracticable. 

The public schools of recent j^ears to which the "primary and common schools" of that time most nearly 
correspond did not form a distinct classification in 1840. The title in that census, "pupils at public charge", 
would approach the present "public schools" only in limited portions of the country. 

Under the limitations we have the following apparent conditions: 

COMPARATIVE GAIN PER CENT IN NATIONAL POPULATION AND PUBLIC SCHOOL ENROLLMENT: 1850-1890. 



ITEMS. 1 1890 

1 


1880 


1870 


1860 


1850 


Gain per cent of population I 24. 86 

Gain per cent in jiublic .school enrollment (o) 28. 31 


30.08 ' 22.63 
59.79 25.67 


35.58 
47.75 


35.87 
81.77 



a " Primary and common " in 1840; " x^ublic " in 1850,1860, and 1870: and "jjublic common '' in 1880 and 1800. 

The great relative gain in enrollment in the flrst decade seems due in part to the enthusiastic development of 
free schools in the north and west, an effect subsiding in the second decade. The decline in the third decade is 
apparently iiartly due to the disturbance of social institutions by the civil war. The development of southern 
jniblic schools helps swell the rate in the fourth decade, equalized in the fifth decade to a closer relation to growth 
of population. 

The recent public school movement in the south is only to be compared with the educational revolution 
between 1848 and 1860 in the states formed of the original northwest territory, wlien the uuioi, free school, 
depending on local taxation to round out its funds, became the ideal. 

This gain at the south, as 40 years ago in the north, is partly at the expense of private school attendance. 
Academies and private schools have lately been rapidly changed into public free schools, in some cases retaining 
the original chartered titles. Public funds are granted witli growing liberality by states, and the maintenance of 
public schools by local taxation gains rai^idly, to a great extent, however, under special laws. 

Tlie board of education of Massachusetts in the report for 1890 recognizes a gain in private schools. Private 
school enrollment in other states as well as in Massachusetts has evidently grown at the expense of public school 
enrollment. The official school reports of the decade have been debating the completeness of the public school 
and the motives that piompt the establishment of private schools. It is to be remembered that neither a public 
school nor a private school in itself has any quality of influence which can be determined by its name. 

The irablic schools of Alaska are maintained by the national government, which also allows compensation 
under contracts to certain other schools. The schools classed as private are maintained by the Eus.sian imperial 
government represented by the Orthodox Greek Church, the North American Commercial Company, Catholics, 
Congregationalists, Episcopalians, Moravians, Presbyterians, and the Swedish Free Mission Society. 

Incidental mention may be fitly made of local disturbances in school attendance only slightly subject to 
modification by any statute law. The superintendent of public instruction of California attributes a decrease of 
1 per cent of attendance and an average .shortening of almost 3 days in the duration of schools throughout the 
state to floods and storms of the winter of 1889-1890. The schools of New Mexico are closed early in the season to 



INSTITUTIONS. j9 

avoid the great summer heat. Blizzards affect seiiool attendance in Minnesota and tbe Uakotas. Intiueuza or 
the gTii)pe diminished the attendance iu 1889-1890 from Pennsylvania northeastward in nearly every state, as with 
less acknowledgment iu reports it probably did across the country. Simple mud of the countiy ncids was a 
recognized influence to diminish attendance iu mauy states from Pennsylvania at the north to Alabama at the 
south and west to the Missouri river. The best equipped communities have occasion to recoguize providential 
interruptions to school attendance causing irregularities that are not chargeable to want of interest, geueral or 
personal, among parents or among children. Certain regulations in Portland, Maine; Worcester, Massachusetts 
and New Haven, Connecticut, may be cited iu illustration. The details differ in these cities, but tliere is a geueral 
similarity in providing that on very inclement mornings a certain signal upon the Are alarm notifies the people 
that the morning school session is omitted, and when storms have grown to a degree involving dangerous exposure 
after the children have gathered, a similar signal toward noon notifies them that the school work of the day will be 
completed iu one long session without noon intermission or a regular afternoon session. In cities of a iiiilder 
climate, such as HfTew York, Washiugton, and St. Louis, for example, somewhat similar precautions are taken to 
avoid exposing children to storms at noou. 

In Alabama the allotment of public money for a pupil whose parents found it necessary to send him out of 
his district might be paid direct to the parent. 

The conditions of Texas have peculiarities arising from its former national independence. There are no federal 
public lauds in Texas, and the state has its own system of land management. Each county has a grant of i 
leagues of land for school purposes, each league containing 4,428 acres. Three modes of school organization prevail : 
the community, the district, and the city or iudependent district. Under the first mode a number of families 
are authorized to organize themselves into a community for school purp(jses without taxing powers or defined 
territorial boundaries. The pupils of the com.nunity have the benefit of a prorated distribution of public funds. 

The state superintendent of Texas says of the community system : 

The comnmiiity is not a contiuuoas orgimizutiou. It is ovgaaized at tlie beginuiug- and dissolves itself at the end of the school 
year. It is almost impossible, under these ehangini;- conditions, to have the co-operatiou iu a community which is necessarv to secure 
a good school building. Local assistance is necessary to have good schools. A commiiuity can not levy a local tax because it has no 
fixed boundary. The law authoriziug the organization of taxing districts in community counties is cumbersome and difficult of 
execution; besides, these districts when organized are liable to put the county in a bad condition to be permanently distri<^ted should 
it become necessary. 

The district system is somewhat like that in other states. The cities and iudependent districts are authorized 
to take full charge of their schools, including the raising of local taxes. Local taxation is optional iu other 
districts and impossible in single communities. There are (1890) 75 community counties, 130 district counties and 
128 cities and independent districts. The tendency is toward district organization. Many counties do not appear 
in the report for lack of population to organize local institutions. 

The census of 1880 evidently took no account of the attendance of those outside the legal age limit, which 
tends to inflate the rates of gain. 

There are reported at public schools under age 31,080 white pupils, 5,957 colored pupils; over age, 2;^ 800 
white pupils, 4,675 colored pupils; over and under age, 65,512, included in the table. 

The report of the commissiouer of public schools of Utah records the teachers and pupils of both public and 
private schools as Mormon and non-Mormon. As the enrollment of children of Mormou parents in the public schools 
is over 9 times as great as that of children of non-Mormon parents it occurs that some persons confuse public schools 
iu Mormon neighborhoods with schools under the care of the Mormou Church. The schools under charge of the 
board of education of the Church of Jesus Christ of Latter-day Saints (Mormons) have 5,092 pupils (2,803 male 
2,289 female) with 96 teachers (61 male, 35 female) distributed iu Arizona, Idaho, and Utah. The Catholics' 
CongregationaUsts, Episcopalians, Lutheraus, Methodists, and Presbyterians maintain schools generally more of a 
missionary than of a parochial character. 

The office of county superintendent in Idaho ceased in -lanuary, 1891. Its duties are laid on the probate judges. 
The changes of officials and the mode of administration added to the difficulty of tracing out details for the census 
year. 

Of 508 schools in New Mexico, according to the governor's report, 139 (over one-fourth of all) are tsiuglit in 
Spanish, and 184 (over a third of all) in English and Spanish, leaving 164 (just less than a third) taught iu English. 
Governor L. Bradford Prince says: 

As the desire of every Spanish speaking New Jlexican is that his children should understand English, it would be taught iu all 
schools if English speaking teachers could bo found for the small salaries which can be paid in remote districts. 

Many wealthy families employ private tutors. 

The remarkable disproportion of boys to girls enrolled iu Valencia county (30 to 1) is confirmed by diftereut 
officials. The great distances over which pupils must go to school iu the sparsely settled regions seem to have some 
local emphasis here against the attendance of girls. Ten families have been necessary to the legal establishment of 
a pubhc school, and even a boy on a galloping pony can not always go to school and return in a day. In this county 
a little more than 3,000 children of school age are scattered over an area larger than the state of Massachusetts. 



20 



EDUCATION. 



Here it is again emphasized that weak schools are hardly more a questiou of race than of sparse population, 
small fiiiaucial ability, and feeble social organization. 

The number of teachers in Iforth Carolina is not given in direct form, but the state superintendent thinks it 
will approximate the number of schools, with an allowance of perhaps 150 additional teachers for the towns and 
cities. The number of schools is here used for the number of teachers, and the division by sex is based on the 
division of sex of Licensed teachers. 

The Croatans, under Robeson county in the table for North Carolina, are a peculiar people, for whom the state 
has established si>ecial schools. They are of marked Indian type and have an interest to students of history in a 
claim of descent from the Hatteras Indians and Sir Walter Raleigh's lost colony. 

Local option shows itself to be sometimes even stronger than statute law in the administration of school affairs. 
Communities grow into methods of administration which continue after laws establishing them are repealed or 
which statute law has not confirmed. This is not coutined to illiterate justices of the peace whose interpretations 
of law in the back settlements poiut the stories of comic writers, but men in our best communities, carrying high 
diplomas and charged with the administration of law, continually tend to form habits for that administration that 
do not adapt themselves to changes of law till they are rudely disturbed by some litigation that subjects their 
methods to a judicial comparison with laws in whose name they conducted public affairs. 

Many schools have taken on intensely local conditions that are overlooked by those who expect to mold all 
public education after a uniform pattern. Even absolute monarchy can not compel uniformity in village or other 
community administration, much less can uniformity be forced in a great wide country in which diverse groups of 
people settle for themselves how they will conduct their affairs, and among whom no prosecutor will rise for a 
popular departure from law which does not attract the attention of outsiders. 

NOMINAL AVERAGE LENGTH OF SCHOOL TEEM IN DAYS FOR EACH STATE AND GROUP OF STATES AND FOR THE 

UNITED STATES. 



NUMBER 
OF DAYS. 



United States 



130 



Nortli Atlantic division. 



160 



Maiue ---- 112 

New Hampshire 118 

Vermont 136 

Massachusetts 177 

Rhode Island 188 

Connecticut 183 

New York 187 

New Jersey 192 

Pennsylvania - - 148 



South Atlantic division. 



120 



Delaware 

Maryland 

District of C'olnmbia 

Virginia 

West Virginia 

North Carolina 

South Carolina 



166 

184 

185 

118 

97 

59 

70 



South Atlantic division- 
Georgia 

Florida 



NUMBER 
OF DAYS. 

-Continued. 

83. 

120 



North Central division . 



142 



Ohio 165 

Indiana 130 

Illinois 161 

Michigan - 156 

Wisconsin - 159 

Minnesota 128 

Iowa - - 156 

Missouri 121 

North Dakota 103 

South Dakota 145 

Nebrask;i 140 

Kansas 135 



South Central division 



91 



Kentucky 109 

Tennessee 86 



South Central division 

Alabama 

Mississippi 

Louisiana 

Texas 

Oklahoma (Greer county only) 
Arkansas 



NUMBER 
OF DAYS. 

Continued. 

70 

88 

102 

105 

33 
75 



Western division . 



120 



Montana 143 

Wyoming (estimated) 120 



Colorado 

New Mexico . 

Arizona 

Utah 

Nevada 

Idaho 

Alaska 

Washington . 

Oregon 

California . .. 



145 

77 
130 
125 
139 

70 
153 

97 
118 
158 



The table of average duration of schools is not of high value, although most of its items are directly from recent 
state reports, but it is worth something as a basis of judgment of the duration of schools. The long terms of city 
schools tend to increase the average, the brief terms of country schools tend to lower the average, and one or the 
other sometimes exercises a disproportionate influence on the result. It must not be forgotten that generally 
in the southern states and exceptionally in northern states the table can not represent the extension of public 
school terms by private resources. The table would have a higher value if there were any agreed basis on which 
the different states reported. 

Several southern states make appropriations to be distributed for the maintenance of schools, leaving buildings 
to be provided mainly by local contributions. The state of Texas, for example, for 1889-1890 gave -fl, and for 
1890-1891 $1.50 for every child of school age, without distinction. Communities of stable property owners can 
erect commodious edifices if they choose; shifting tenantry, just beginning to know what ownership means, can 
liardly muster force to put up a log pen with a roof over it on donated land with donated timber. Property owners 
are able to lengthen out their schools by contributions and tuition fees, while men with empty pockets let their 
schools stop when the public money is exhausted. It is less a question of race than of resources and numbers. 
Weak districts anywhere in the United States have weak schools. With allowance for difference of climate, a 



INSTITUTIONS. 21 

clean, uucliinked log cabin in Florida or Louisiana is better than any one of the buiidreds of scboolbouses reported 
unfit for use in feeble districts of states where the snow lies deei> for months. The question of ability has much 
to do with the expeuditure for schools. Sparsely settled districts do uot have schools like those of densely 
populated districts. 

The public school enrollment of California, Oregon, Iowa, Minnesota, and all states east of the Mississinpi 
and north of the Ohio rivers shows :i decline in the decade as compared with population. An absolute loss is 
indicated in Indiana, Maine, New Hampshire, and Vermont. It is a question whether the total school enrollment 
has thus decliued, or even the public school enrollment, to the degree indicated. Better records may eliminate 
duplications to a greater extent than heretofore. It is seriously to be regretted that effective attendance could 
uot be generally compared. It has evidently increased in some states iu a greater ratio than the enrollment. 

There was never a time when iu the whole breadth of the land there was more interest on the subject of 
education than now. The gains in recent years have been very great, though there is widespread complaint that 
the advancement of pupils is unsatisfactory. 

In portious of the country whei'e public schools are comparatively recent, great stress is laid upou classification 
and uniformity of books and method of administration. In regions where large schools have been closely graded 
long enough to cover the school life of the present pupils, complaints are loud that individual progress is sacrificed 
to excellence of routine management. ]S^o one can examine the conditions at this time in the country at large 
without having these contrasted situations forced upon his attention. One finds imjierative demands in one 
quarter for grading and uniformity of text books backed by claims that with them educational difliculties will 
vanish, and iu another quarter he finds claims for the Midest freedom that individual needs and preferences can 
suggest, in order that uo indiA'idual nmy be cramped in his mental growth. 

The nuiuicipal and social adjustments of two states differ widely. Two counties or two cities of the same 
state, and even two wards of the same city differ widely. A constant diversity exists between rural and city 
conditions. 

The school is but one agency to aid the family and the individual. The family is responsible for the child's 
ignorance, and the individual is responsible for his own continued ignoi'ance. ' 

In an ideal society, where every family has at least a quarter acre plot for cottage and garden, the child will 
grow beside the mother till strong enough to go alone, attempting to imitate her occupations. Presently the boy 
will go forth with his father. The parents join with other parents to provide schools for instruction and traiuiug, 
with the domestic life still the dominant factor, till the union of families covers such multitudes that it takes on a 
municipal character. 

As a co-operative agency the school ceases to secure iiublic sympathy and sirpport when it goes beyond the 
work iu which the co-operators can unite. When the people are essentially agreed in their views of religion and 
science it is comparatively easy to arrauge extended courses of study; but when wide diversities of conscientious 
conviction exist in the community, all religious, scientific, and historical instruction, beyond commonplace axioms, 
endangers the co-operation. 

The published regulations of one of our cities (Savannah, Georgia) illustrate at once the strength of local 
opluion iu determining questions of administration and the concessions that are more or less formally made to 
bring communities of diverse views into harmonious action. The text books used in the public schools of Savannah 
must be such as are approved by the board and be the same in all, except in a group of schools lately adopted into 
the public school system, where books on history and ge(jgraphy, and reading books, chosen by those heretofore in 
charge, are allowed. 

The danger of abuse should the army of inexperienced teachers and unskilled school officers attempt to use 
their own judgment iu selectiug from the wealth of material by which even the most elementar^ reading could be 
ennobled has led to the enactment of .state and city laws rigidly prescribing narrow lists of text books. 

Taking the country at large, we can uot expect any schools to do the whole work, and we nuxst welcome all 
wholesome agencies in the general instruction of the people. 

Looking at school as a compulsory agency, statute law is excellent as a statement of agreement as to the mode 
of action where only rare opponents are to fall under its penalties, but when it is in advance of public approval, 
the enforcement is weak. Laws on education particularly require neighborly harmony for effectiveness. The 
coerced minority to-day is liable to become the tyrannic majority tomorrow. 

We have two wholly different conditions to consider, even on the supposition that the public harmoniously 
offers the child opportunity for unlimited attainment at si'hool. In the open country the co-operative character of 
schools is strong and the influence of the family :s prominent. In the dense city the public school stands more 
strongly as a token of authority, an ally of the police department. The child in the villages and rural districts 
is privileged to be trained to a degree iu industrious habits by his parents, and he gains a stock of knowledire 
inaccessible to his city cousin. An overwhelming proportion of Congressmen, for example, as Ijoys had only 
common country school privileges, but carried studious habits into mature life either with or without collegiate 
opportunity. 



22 EDUCATION. 

Maine, a state still liomogeiieous in a marked degree, with diversified rural oecnpations, perhaps best 
preserves the conditions general when the early training of our leading men was so largely in winter schools. 
The schools of the state averaged but little over 22 weeks in 1889 or 1890. Even the town high schools barely 
exceed an average of 6 months in the year, and the young people are busy on the farms and in the shops and 
teaching the yet humbler schools in the intervals. Yet Maine does not take an inferior rank in a com]>arison of 
the men and women she rears with those of other parts of the Union. 

Within a few years industrial training has received much attention, but its popular development has been 
irregular and almost wholly in the line of manufactures. The rural schools of Central Euro])e and Scandinavia 
have gardens and orchards foi' instruction, the schoolhouse is the teacher's home, and his tenure is j)ermanent. 
We omit these features in our imitation of the great European teachers and attempt to copy Pestalozzi and 
Froebel's kindergartens without the gardens. 

Where the heterogeneous city element dominates, the father leaves home for his dailj^ occupation before his 
family is together in the morning, and in families of independent incomes the mother too often turns oft' the 
children to nurses or teachers whose service in guarding them from bodily harm and restraining them from 
troublesome freedom at play is valued above their moral and intellectual work. If life demands all the wage 
earning force of the family, the mother, like the father, may be away all the busy hours and home influence is at a 
mininuim. 

The waste of time in the elementary urban type of schools is enormous, except when they are viewed as houses 
of detention. Children in famihes abundantly supplied with books and current literature will spontaneously 
read early enough, and not one day need be spent in mere learning to name printed words of one's customary 
vocabulary. Even a Cherokee or a Hudson bay Indian can learn to read in his own language within one week. 

As the children grow, severity of grading repels those who are a little out of line with a course of study. 
There is great irregularity of emi)loyment throughout the country, and there is limited opportunity for boys and 
girls who have been at work or otherwise detained to go into school at any time of year without being put into 
classes of much younger children, organized only in the fall or sj)ring. There often lies a strength of the ungraded 
country school in taking up a pupil at any stage of progress. Age and maturity are as much to be considered in 
grading as knowledge of books, and the young person who looks back wistfully at the rigidly graded school he 
left has three conditions of humiliation to face: (1) his class has left him; (2) his physical growth makes him: 
conspicuous among the younger children ; (3) he does not expect any credit for relative progress in any prescribed 
subject as long as he is backward in any other. 

The external forces in city conditions sometimes overwhelm the most careful and conscientious fidelity of 
parents. On the other hand, in tlie very worst cases of bad parental management the stranger who tries to lead 
the child to a nobler life is apt to find him incapable of accepting anything higher than his parent as an ideal, 
somewhat as a rough miner with a theoretical acknowledgment of the superiority of the edncation of a university 
graduate counts him but a " tenderfoot " till he proves his quality by some impressive manifestation of skill or 
courage that gives opportunity to measure him by standards in daily use in the camps. 

One of the most important promises of university extension is aid for working men and women to keep iu 
advance of their children, who can naturally and loyally follow them. 

The city system rests upon the enfijrced inability of the parent to let the child grow into occupation under his 
own eye, the crowded condition of living so that a child has no place for wholesome animal activity. The cities 
and the districts that imitate them have sti'etched their school terms from two motives, one giving a semipolice 
character to the school as a place where children will be safely kept, the other a feeling that as salaried servants 
teachers have too much vacation. The well to do still relieve their children from the barrenness of city confinement 
by taking them to the seaside or the mountains or the woods for the summer, but the teachers begin to hear a 
•demand that they stay behind to keep vacation schools for the children who can not leave. The conditions are 
essentially opposite in the two types of school. 

In the ty[)ical co-operative school of a community of parents who can keep their children judiciously occupied 
under their own guidance, the school terms are shortened and their advantages are more highly prized, entering 
more completely into the home life than in the typical city school, where authority increases at the expense of 
co-operation and the natural tiresomeness of a child under long drawn nionotony takes on a degree of antagonism 
to the operation of the machine. The teacher who boards around in a poor district of New Hamjoshire or 
Pennsylvania can often do more for the individual child than a teacher in a great city. 

The scholastic requirements for admission to West Point are reading, writing and orthography, arithmetic, 
grammar, geography, and history of the United States. They are the simplest used in anj- institution of high 
rex)ute, and would form a suitable standard for the minimum aim of every boy and girl. There is hardly a corner 
of the land where an earnest boy could not get help enough to conquer them by the time he was 17, the minimum 
age, certainly by 22, the maximum age for admission, even if he worked on a farm or in a shop much of the time. 
The standards required by any other institution whose influence bears upon the vicinity could profitably be kept 
before all puiuls who could appreciate them, not with an expectation of entering AVest Point, but as a convenient 
minimum attainment for everv citizen. 



INSllTUTIONS. 



23 



The eountiy school doe.s most for the nation iu ju-oportioii to population and resources. It needs checking, 
rather than urging, iu adopting city methods. Many question whether the city type of school has not done great 
harm by its certificates of studies completed, and whether the country boy who has left school knowing that he 
wa.s ignorant, is not, therefore, more accessible to the lessons of after life. 

SCHOOLS BY COLOE. 

The apparent relation of public common school enrollment to population, white and colored, in the southern 
states in 1890, and the relative increase of colored enrolluient in the decade, are seen in the tables below: 

APPAKENT EELATION OF PUBLIC COMMON SCHOOL ENROLLMENT TO POPULATION. 
WHITE AND COLORED. IN THE SOUTHERN STATES IN 1890. 



riEOGJi.\PHIC.\L DIVI^^I()^•S 



POPUL.VTroN, 1890. 



White. 



Total 

Sijutli Atlantic .. 
Soulli Central (a) 
Jlissoiiri 



13, 608, 183 

5, 592, 149 
7. 487, 57(i 
2. .'i2S. J5S 



Colored. 



6, 901, 814 



3, 263, 771 

3,483,317 

150,726 



PUBLIC COMMON SCHOOL 
EXKOLLJIENT, 1890. 


White. 


Colored. 


3, 409, 061 


1, 288, 736 


1, 168, 557 

1,6,32,994 

587, 510 


582, 668 

673, 264 

32,804 



PER CEKT OF 

ENHOLLMulNT TO 

POPULATION. 



White. 


Colored. 


21.84 


18.67 


20.90 
22.08 
23.24 


17.84 
19.32 
21.76 



APPARENT RELATIVE 



INCREA.-^E OF WHITE AND COLORED PUBLIC COMMON SCHOOL 
ENROLLMENT: 1880-1890. 





ENROLLED IN PUBLIC COMMON SCHOOLS. 


PEE CENT OB- 


GEOGKAPHICAL DIVISIONS. 


White. 


1 

Colored. 


INCREASE. 




1890 


ISSO 


1890 


1880 


White. 


Colored. 


Total 


3. 409, 061 


2, 301, 804 


1, 2S8, 736 


797, 286 


48. 10 J 61. 64 

1 


Soutli Atlantic 

South Central (a) 


1, 168, 557 
1, 652, 1)94 


830, 310 
980, 338 


; 582, 668 
673 '^64 


379, 543 


33.96 
08.01 
27.18 


53.52 
71.01 
36.42 

















a The euroHiuent in Texas for 1890 includes 6.3,512 pupils (54, 88u wli it e, 10,632 colored) over and under school age; Imt 
Ilie correspondingfigiires -were apparently not included in 1880. 

The negro race leaped from the illiterate slavery of 30 years ago, and in that time it has taken rank with the 
white iu eagerness to go to school. 

Tables are presented in this report (numbers 10, ,11, aud 12) indicating the apparent relation of public common 
school enrollment to the population, lSSO-1890, by states, grouped geographically; the apparent relation of public 
common school enrollment to jjopulation, white and colored, in the southern states, 1890, and the apparent relative 
gain in p'nblic common school enrollment, white and colored, in the southern states, 1880-1890. Missouri is placed 
in certain tables with southern states because identified with them in .social institutions. 



PUBLIC SCHOOLS IjST CITIES. 

The constant tendency in handling great masses is to minimize the needs of the individual in perfecting the 
organization of the whole. The school systems of the great cities sometimes by their high rank as great machines 
rouse the ambitious imitativeness of lesser communities, but even when viewed as excellent machines one must 
expect frequent disappointment. 

Cities in'esnmably have reached stable systems of record, but the presumption is not wholly justified. Even 
the number of different pupils enrolled in the year is a formidable question. Many superintendents were at the 
pains to seek out for the census the facts not recorded in their cities. 

A city sometimes includes more than one distinct school district. One district may report fully, and another 
only in part. ' 

The current records in various cities show no distinction of color. Permanent summaries kept in the respective 
superintendents' offices sometimes omit the distinction of sex. For certain cities the superintendents have divided 
the aggregate, to show sex and color, upon the basis of present attendance. Any error in such an estimate is very 
small, as a change in the absolute number of the colored pupils or in the relation of the sexes between the past 
and the current year would be readily detected through the familiar knowledge of the local superintendent. 

Sometimes the boundaries of the territory supporting a system of schools differ greatly from the city lines. 
For example: Aurora, Illinois, contains two independent school systems, which, when combined, aie not i>recisely 



24 



EDUCATION. 



coterminous witli tlie city, leaving still a small eiior to be eliminated if rigid accuracy of comparison of attendance 
within city limits were demanded. 

Nashville, Tennessee, includes certain territory for school purposes not otherwise counted with the city. 

Denver, Colorado, lies in districts 1, 2, and 17 of Arapahoe county. Tlieir combined area varies somewhat 
from that of the city. 

Kingston, New York, includes districts 1, 2, 3, 4, and o, each an independent school municipality, and all 
combined noncoterminous with the city of Kingston. 

Cleveland and Cincinnati, Ohio, conduct their schools under special acts, by which territory not in the 
respective cities is attached for school purposes. 

Decatur, Illinois; Hartford, Norwich, Stamford, Connecticut; Amsterdam, New York, are among the localities 
where the boundaries of the school territory and those of the general municipality are not identical. Such 
instances are to be especiallj' loolied for in states where the toAA^n system ijrevails, and the town may retain to a 
greater or less extent the control of schools after some special municipality within its limits takes charge of its 
own ijolice, street, and fire regulations, or in the states where the national surveys marked out school townships 
in advance of settlement. 

Among those whose municipal boundaries have been changed since 1880 are Birmingham, Alabama, and 
Chicago, Illinois. 

The conditions of the city of New York are peculiar. The schools directly or indirectly controlled by tlie 
board of education are: ward schools, grammar and primary; nautical school; corporate schools; evening scliools; 
evening high schools; college of the city of New York, and normal college of the city of New York. 

The ward schools, the college, and the normal college correspond to the day schools of many other cities, and 
it is their aggregate enrollment which appears in the table. 

The nautical school, with 149 boys and 2 male instructors, not included in the table, is free to boys between 
the ages of J 5 and 20 years. The pupils live on shipboard. 

The evening schools and the evening high schools are comparable with like work elsewhere. 

The corporate schools comprise 16 asylums and other institutions, responsible under local laws to the board of 
education. Ten kindred institutions have similar relations to the board of education in the city of Brooklyn, 
Buffalo, Rochester, and Syracuse carry teachers of like institutions on the public pay roll. Like institutions do 
not usually report to public boards of education in the country at large. 

There are some cities whose school statistics have reached the Census Office only as combined with other parts 
of the counties to which they belong. This arises in part from the perpetuation of the school administration that 
was inaugurated before a chartered municipality came into existence on the same territory. For instance, in 
Connecticut, Willimantic is a borough of 8,648 people, empowered to care for general public wants, as streets, water 
works, and police, while the schools continue to be administered in the name of the town of Windham, within 
which a railroad junction and manufacturing interests have massed this dense group in comparatively recent years. 

In the states formed of the public domain, many cities have grown ui) whose schools are still governed under 
the forms suggested by the original surveys. Such are Aurora and Decatur, Illinois, closely paralleled by Denver, 
Colorado. 

Manual training, which had a place in a few city school systems 10 years ago, has been very much more widely 
imrsued in the decade. 

Among cities with some sort of manual training more tliau diawing in the public schools are the following: 



Coucord, New Hampshire. 
Boston, Massachusetts. 
Brookline, Massachusetts. 
Cambridge, Massachusetts. 
Hyde Park, Massachusetts. 
New Bedford, Massachusetts. 
Sl>ringfield, Massachusetts. 
Waltham, Massachusetts. 
Winchester, Massachiisetts. 
Providence, Rhode Iskind. 
New Haven, Connecticut. 
Albany, New York. 
Jamestown, New Yo'-k. 
Lansingburg, New Yorli. 
Mouut Vernon, New YorV. 
Newlmrg, New York. 
New York, New York. 
Olcan, New York. 
Elizabeth, New Jersey 
Garfield, New Jersey. 
Hoboken, New Jersey. 
Montclair, New Jersey. 



Morristown, New Jersey. 
Newark, New Jersey. 
Orange, New Jersey. 
Passaic, New Jersey. 
Paterson, New Jersey. 
South Orange, New Jersey. 
Union, New .Jersey. 
Vineland, New .Jersey. 
Weeha\\'ken, New Jersey. 
Chester, Pennsylvania. 
Philadelphia, Pennsylvania. 
Tidioute, Pennsylvania. 
West Chester, Pennsylvania. 
Wilkesbarre, Pennsylvania. 
AVilmingtou, Delaware. 
Baltimore, Maryland. 
AVashiugtou, District of Columbia. 
.Jacksonville, Florida. 
Peusacola, Florida. 
Cleveland, Ohio. 
Toledo, Ohio. 
Indianapolis, tndiaua. 



Chicago, Illinois. 
Galesburg, Illinois. 
Moline, Illinois. 
Peoria, Illinois. 
Springfield, Illinois. 
Bay city, Michigan. 
Muskegon', Michigan. 
Appleton, AA'isconsiu. 
Eauclaire, AVisconsiu. 
Lacrosse, Wisconsin. 
Milwaukee, Wisconsin. 
Minneapolis, Minnesota. 
St. Paul, Minnesota. 
Stillwater, Minnesota. 
Oskaloosa, Iowa. ^ 

Omaha, Nebraska. 
Knoxville, Tennessee. 
New Orleans, Louisiana. 
Little Rock, Arkansas. 
Pasadena, California. 
San Franrisco, California, 



INSTITUTIONS. 25 

SUPERIOR SCHOOLS. 

The present period is marked by the development of iiuiversities, particularly of those maintained by the states. 
Colleges have increased, with a strong disposition to optional courses diverging from the courses of Greek, Latin, 
uiathematics, and metaphysics so long deemed the standard. A decade ago the criticism of the miscellaneous use 
of the name liigh school to cover alike very elementary work in a weak district and advanced work in a strong- 
body of population became emphatic, and more definite tests of high school work have been developed or 
strengthened. Now, university is the term at which a kindred criticism is directed, and men are asking if an 
institution devoted to post graduate courses and an institution with classes still conning secondary studies are 
alike entitled to the name university. The strengthening of the local higli schools by a better defining of their 
work is accompanied by a question in some quarters whether an institution that takes students from the high 
schools is not rather a college than a university, aud a further question is agitated whether university methods are 
advantageous to young students. 

Schools of theology are almost wholly private. Training for other professions is given in state institutions as 
well as in private schools. 

The standards for the profession of law have been gradually strengthened and the work of law schools luis 
been broadened. 

The standing of medical colleges has been apparently strengthened in the past decade, and the influence of 
the state boards of health is recognizable in the new seuse of responsibility that seems to prevail. The growth 
of nurses' schools in the same geiu^ral connection has been considerable. The development of veterinary surgery 
in this country is mostly recent, and thus far the work is mainly dependent on instructors from Europenn scliools. 
The grow^th of schools of that group has been so rapid that the figures of the census year already fall far behind 
present conditions. 

Few women aud not many colored students are to be found in any professional schools, except those for 
trainiug teachers, in which women predominate, and nurses' training schools, almost wholly attended by women. 

Scliools of pedagogy rest their claim for a place among superior schools mainly upon tlie character of the 
training which they give. In general, those maintained by the state have the best standing. The question of 
grouping presents some difficulties. Many schools for teachers accept candidates whose low scholarship would 
bar their entrance to the best secondary schools. Some universities are now establishing chairs of pedagogy and 
requiring a higli scholarship of those in attendance. The term normal has been lised to cover private enterprises 
which make no pretense of professional training, and, therefore, are not schools of pedagogy. 

The necessities of a race rising from the ignorance of recent servitude have made the requirements for 
admission to schools for that race lighter, with a tendency to higher standards. 

The United States military and naval academies are included in this general outline under technology in the 
states of New York and Maryland respectively. For many years after their establishment tliese institutions were 
almost alone as schools of mechanical and civil engineering, and their graduates excel in those lines of tecLinology 
in which they were traiued. 

The development of schools devoted to technology has been stimulated by the needs of the last quarter of a 
century, especially in connection with the new demands for transportation, lighting, heating, drainage, and 
ventilation in the tendency to city life. So broad is the field, so serious are the demands for thorough preliminary 
training, so extensive is the equipment for diversified technical instruction and practice, so scholarlj^ widely read, 
and experienced must be the professors who guide the discussions of laws aud social relations affecting the needs 
of modern life, that university is seriously considered a fitting name for the foremost of these schools. The 
enlargement of these schools is one of the marked educational features of the decade. 

There is a group of schools preparatory to the professional schools of technology, sometimes under the same 
administration as the latter so that the same instructors do service in both. The apparent strength of these 
schools is summarized in the statement on the following page, which is inserted at this point on account of the 
close relation of these secondary schools to technology. 



26 



EI)UCATIO^'. 

SECONDARY TECHNOLOGY. 



STATES 




rEACMEKS 




STUDENTS. 

1 


Total. 


Male. ! Female.. 


Total. 


Male. 

«1, S70 


i'emale. 
1,365 


The United otates 120 

Colorado , ; n 

IlUnu-is 13 


80 


46 


3. 2di 


5 
12 


4 

1 


47 

278 

8S 

9 

250 

2,379 

119 

17 


33 

278 

80 

i) 

n250 

1,060 

113 

17 


14 


Indiana 




8 


Kansas 








Missouri 


13 
76 
9 

1 


11 
40 

8 


2 

36 

1 




Ne\y Tork 


1,319 
G 


Ohio 


Pennsvlvania 


Virginia 


fi 1 


4 


2 


4R i 'i<l 


18 









a Includes 1 colored. 

There are trade schools with a distinct independent enrollment whose work may be called secondary technology. 
There are other trade or techuical schools to which pnpils enrolled elsewhere go at designated hours, and there 
are many cities and institntious where manual training, including the elementary use of tools, is inc'orporated in 
the school work. No attempt has been made to represent by figures the manual work in schools whose enrollment 
otherwise appears in the general tables. 

Manual training is prominent in most institutions specially organized for the negroes and the Indians, in 
orphanages and reformatories. The degree to which it is carried in public schools varies greatly and it is sometimes 
applied to drawing only. 

SEGONDAEY SCHOOLS. 

A school is even more an exponent of social conditions than a builder of other institutions, as may be 
illustrated in the histoiy of secondary education in the Fnited States in the 50 years since educati(ni was first a 
census inquiry. 

The two tables following are condensed from the census of 1840, or based upon it: 

SCHOOL STATISTICS OF THE UNITED STATES: 1840, 



GEORR,\PHICAL DIVISIOXS. 



The TJnited States . 

Forth Atlantic 

South Atlantic 

Nortli Central 

South Central 



Aggregate 

numher of 

.students and 

scholars. 



2, 025. 656 



1,413,231 
141, 884 
366, 327 
104, 214 



Number of I 2^" •» her of Number of \ 
.students in scbojar.s "i , scholars m i 

universities academies : primary and ; 

and colleges, -'^S™-- SoT 



16, 233 



6,619 
3,105 
3,003 
3,506 



Number of 
scholars 
at public 
charge. 



164, 159 



1,815,264 



97,376 
34, 748 
11, 724 
20, 311 



1, 309, 236 

104, 031 

351, 600 

SO, 397 



468, 364 



370, 851 
23, 404 
62, 263 
11, 846 



Population. 



al7, 069, 453 



6, 761, 0S2 
3, 925, 299 
3,351,542 
3, 025, 430 



aincludes 6,100 persons on public ships in the service of the United States. 
APPARENT RATIO OF SCHOOL ENROLLMENT TO POPULATION: 1840. 



GEOGRAPHICAL DIVISIONS. 



The United States 

North Atlantic 

South Atlantic 

North Central 

South Central 



In all schools. 



1: 8 



1: 5 
1: 28 
1: 9 
1: 29 



In universities 
and colleges. 



1: 1,052 



1: 1,021 

1: 1,264 

1: 1,116 

1 : 863 



Tn academies 

and grammar 

schools. 



1: 104 



1: 69 
,1; 113 
1: 286 
1; 149 



In primary 

and common 

schools. 



1: 9 



1: 5 
1: 3S 
1: 10 
1: 38 



The negro race, then essentially illiterate, constituted about two-fifths of the population in the South 
Atlantic and slightly over one-third in the South Central division. The South Atlantic division in 1840 had 1 in 
67 of the white population in attendance in secondary schools, the South Central 1 in 93. In the isolation of 
families much elementary and secondary work was done by private tutors and governesses. 

In the absence of oflicial record, fragmentary accounts and the memory of those who knew northern schools 
of 1840 indicate a general equality of the sexes in annual ^rollment of common schools, with a swelling list of big 



INSTITUTIONS. 



27 



boys in winter. In secondary scliools the same conditions partly prevailed, with a growing preponderance of boys 
and young men as the snperior schools were reached. The average age in school was much higher than now. The 
yonth worked at home in honse and held and shop in busy months, and went to school in slack months till full 

grown. 

A transition for oO years has been changing the signiflcance of terms. Tor 1850 and 18(!0 it is probable that 
what were called "academies and other schools" included more elementary work than the ''academies and 
orammar schools " of 1840 when " grammar schools " correspond to later high schotJs. In 1870 the combined 
private academies, day and boarding schools, included elementary work, and public high scliools were credited 
in state reports with 7.3,047 aside from the high school pupils of California, Illinois, New Jersey, and Wisconsin, 
who were not separated from the general enrollment. The estimate of 100,000 in public high schools in 1870 is 
amnly iustifled, but no one can tell what to deduct for elementary work in private schools of that year. 

In 1880 there was a failure to publish full returns. 

The following table, outlining available returns for 50 years covering secondary work, emphasizes two points: 

(1) continuous changes in conditions and in the use of terms preclude close comparisons for different decades; 

(2) the facts recorded for schools are still so diverse and the care of records is so variable that no grouping of 
essential items into an accurate national summary for a current year is yet possible: 



APPROXIMATE RELATIVE SECONDARY ENROLLMENT AND POPULATION: 1840-1890. 



1840. 
1850. 
1S60. 
1870. 

1880. 

1890- 



PopuLition. 



17, 069, 453 
23,191,870 
31, 443, 321 
38, 558, 371 
50, 155, 783 

62, 622, 250 \ 



Approximate secondary eni'oUnieiit. 



Academies and grammar .schools 

Academies and other schools 

Academies and other schools 

Academies, day and boarding schools 

Not puhlished. 

Private 296,245^ 

■r, ^,- 111 na>;( 607,340 

Public 311 , 095> 




a The 100,000 evidently in public higii schools offset more or less fully the elementary pupils iu this line. 

The tendency is toward a clearer discrimination, though the public high school, simply the most advanced 
department of its locality, sometimes hardly lifts its highest class above elementary work. The higli schools of 
some cities have a year or more of superior work, but short commercial courses are in vogue, in certain instances 
without foreign languages or mathematics above arithmetic. 

Public secondary schools whose records are available, almost without exception have more girls than boys, 
which is greatly emphasized in graduating classes often of girls only. For example, Ohio reports in city high 
schools, 1890, 3,785 boys, 10,210 girls; graduates, 1890, .305 boys, 784 girls; graduates of high schools of the state 
since their organization, 8,415 boys, 18,903 girls; 55, sex not reported. 

State university examinations give a standard for high schools in the following states: California, Illinois, 
Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, Tennessee, Texas, and Wisconsin. 

Some corporate private universities and colleges follow a system of accepting students on the certificates of 
designated schools in some of the states just named, and in Massachusetts, Pennsylvania, and Ohio. 

The certificate system is provoking much debate. In its favor are urged convenience, the better revelation of 
a pupil's knowledge iu his continued experience with his teacher, as compared with the work of a few hours, in which 
an excellent scholar may fail to do himself justice. To its disadvantage it is urged that studying for specific 
examinations may tend to a narrowness of view, and that the certifying teacher is in peril at the approving 
university through any failure of a certificated pupil tomaintaiu himself, and in peril at home if he conscientiously 
withholds a certificate from any one whose friends are confident his teacher ranks him too low. 

A modification has been introduced relating to examinations for admission to some of the leading institutions 
that is of interest as a recognition that English literature has outgrown the powers of any young man to prepare 
to answer any set of random questions over its whole range, and as a suggestion of courses that may advantageously 
occupy one's reading time for an extended period. The schemes of these institutions indicate as much as two years 
in advance upon what authors the applicant will be questioned. The indirect influence of these annouDcements 
and of the publication of the questions used for admission has been recognized as an important power in elevating 
the work of lower schools, as one might call it a form of university extension, a term just gaining hold in the 
United States to represent the instructive influence of universities on those not identified with them as resident 
students. 

In California the schools whose certificates are received at the state university iu lieu of an entrance examination 
are called accredited scliools, and may be eitlier public or pr vate. In Illinois and Tennessee they are also termed 
accredited; in Indiana, commissioned; in Iowa, accepted; in Missouri, approved; in Texas, auxiliary, affiliated, or 
approved. Minnesota calls the high schools recognized by the state for a special grant, state high schools; first 
class, when fully equipped; second class, well equipped in general, but lacking in some particular; third class, not 



28 EDUCATION. 

well equipped af> high schools, but with hopeful prospects of growth to a higher class. Nebraska recoguizes the 
different conditions of strong and weak communities with two classes of high schools, those fitting for a minor 
course and those fitting for a major course at the state university. 

There is increasing facility in determining who had a test study like algebra, notwithstanding the incipient 
])resentation of algebra to some elementary scholars. We may add the students in two mathematical studies as 
different persons, with a liability to error for those who took two of the studies within the year. 

The secondary public schools of the North Atlantic division are widely diverse in orgauization, municipal 
relations, and range of studies. The forest regions of northern New England and New York, the great mauufacturiiig 
interests of sonthern New England, the international exchanges and traffic of New York, the mining and 
manufacturing centers of Pennsylvania, the gardens and orchards of New Jersey, the diversity of mountain and 
plain over the whole division, would be suflQcient to produce great local variations in the needs and the work <if 
the public schools. The variations growing out of natural and industrial conditions are considerably increased 
by the differences in the usages by which the peoide in the several states have adjusted the relations between 
personal and municipal efibrt. These remarks will apply to the whole union, but there has grown uj) a popular 
impression that the term high school represents nearly the same conditions anywhere, but above all in the 
northeastern part of the country. 

It is impracticable to give very definite statements as to the number of pupils in secondary schools as 
distinguished from those of elementary rank. In some cases it is not easy to separate the secondary iiupils from 
those of superior rank. Au attempt has been made to give a series of tables that shall be suggestive of the relative 
character of the work in the ijublic schools, at the same time indicating the kind of reports available to any one 
who wishes to judge of the value of the present tables and the conditions which one who attempts to make better 
tables in the future must consider. 

NORTH ATLANTIC DIVISION. 

Maine appears to include elementary work in the high school, though securing something of the old time 
maturity of pupils, still exalting the value of the winter's school in busy rural communities (average annual 
duration of high school, 25 weeks). 

Maine has in high schools 15,299, without distinction of sex, Including 5,936 in mathematics above arithmetic, 
and 1,029 common school teachers. 

In New Hampshire 7,084, without distinction of sex, are reported studying higher branches; 1,4=21 male and 
1,862 female students are reported in xjublic schools of a higher grade. 

In Vermont 2,432 scholars are reported in high schools, sex not given; 737 are recorded as studying Latin. 

In Massachusetts the high schools are to a great extent preparatory to the colleges, and the schools rank well 
as secondary schools. The returns are imperfect in regard to the sex of the pupils, but the total number reported 
is 25,317. 

In Ehode Island the cities and large towns maintain high schools of a generally advanced secondary character, 
but their enrollment is not sex)arately shown in the state report. The census figures, as far as definite, are from 
individual reports. 

In Connecticut 27 high schools Avei^e reported, but the number of high school pupils does not appear in the 
state report; so far as definitely secirred it has been through local reports. 

In New York the board of regents exercises eflective infiuence upon the character of both private and pullic 
schools through its system of inspection and examinations, by which certain allotments of public money aie 
available to either public or private schools, often on sectarian foundations, according to the number of students n 
certain courses and the number who pass certain examinations. The institutions recognized by the board of 
regents are not reported in such form that a ready discrimination can be made between those which are to be 
counted as private schools and those which are a part of the public free school system, nor does the repoit 
discriminate the sex of students. 

The cities and large towns of Pennsylvania and New Jersey maintain high schools with local variations in the 
range of studies pursued, but the high school enrollment is not shown in either state report. The local reports 
obtained by the census in these states are but suggestive of the total number of secondary pupils. 

SOUTH ATLANTIC DIVISION. 

Maryland has — 

III bigl] schools aud colleges of Haltiuiore 1, 098 

Outside ol' Baltimore: 

Studying algebra 4, 862 

Studying geometry 1, 936 

A total apparent secondary enrollment 7, Si)6 

Maryland stands relatively high in secondary education. In the grammar schools of the city of Baltimore 
boys study algebra through quadratics and girls begin algebra, in addition to those given above for the state. 
The eastern shore of Maryland, comprising 9 (counties whose whites are of almost ])urely English descent, hardly 
affected by the tide of modern immigration, with numerous academies, deserves fuller description of its remarkable 

I 



INSTITI'TIONS. 29 

educatioual, moral, aud social coiiditious tliaiicaii be given here. Suffice it to say tbatliere is a population — total, 
184,097; white, 125,284; colored, 58,813 — for many years standing nearly stationary in number, of homogeneous 
character, essentially rural, having no aggregations so large as 5,000 people, rising above the state at large in the 
ratio of secondary pupils in the public schools. 

The academies of Maryland were established in every county years before the existence of the state public 
school system. Some have been converted into high schools and placed under the control of the boards of county 
school commissioners. The rest are governed by boards of trustees which are perpetual, the boards filling 
vacancies by election. These clearly belong under the head of secondary education, as the ancient languages and 
higher mathematics are taught to all the students. They receive donations from the state, aud report annually 
to the state board of edircation. This explanation by the state superintendent of jiublic instruction makes it clear 
beyond question that part of the academies have beconje public high schools. It is also clear that the government 
of the other academies is in the hands of private corporations, although their partial support by tlie state leads 
some to call them public. This illustrates specifically a difficulty experienced in many of the states in properly 
determining whether a school is to be classed as private or as public. 

The small state of Delaware has but few public secondary schools, and the number of pupils has been partially 
obtained tlirough individual reports. 

The high schools of the two races in the District of Columbia, of which the city of Washington is the principal 
part, are ranked as secondary schools. The number of pupils in each high school is embodied in the printed rejiort 
of the schools of the district. 

In Virginia there are reported 8,122 white and 1,002 colored pupils studying higher branches in the public 
schools, or a total of 9,124. 

In "West Virginia there are reported 72 studying geometry, 1,623 studying algebra, or a total of 1,695 outside 
the princijial cities. Accurate reports from the whole state would probably exceed the estimate here given for 
secondary studies. 

In North Carolina the number reported in public secondary schools is relatively small, since it is only bj^ special 
authority of the boards that the higher branches are taught, and the combination of public and private schools 
takes such a form that most of the secondary instruction falls under private tuition. 

For South Carolina 7,210, without distinction of race or sex, are given in the state report as studying the 
higher branches in the public schools. 

In G-eorgia there are 22 public high schools, mainly in cities and districts under special laws, the use of public 
money in other cases being restricted by the state constitution to elementary instruction. The reports from the 
public secondary schools were not wholly obtainable in a separate form. 

The sparse popnlation of Florida has but few points of concentrated strength to maintain public secondary 
schools, and of those knowledge has been gained mainly through individual reports. 

NORTH CENTRAL DIVISION. 

The 'North Central division, by reason of its wealth of natural resources and the inauguration of school 
endowments in the first disposal of the public land, coming into active effort just as the experience of the Atlautic 
states indicated the most profitable directions for exertion, has with its present density of population the most 
favorable conditions educationally of any great geographical division. The states are more fully noted separately. 

Ohio, with well defined organization, appears to make high school aud secondary school properly 
interchangeable terms. Out of a population of 3,672,316, Ohio has in public high schools, according to the state 
report, boys, 16,051; girls, 20,441; a total of 36,492. Of these there are studying algebra, 25,839; studying 
geometry, 6,019; studying trigonometry, 1,324; stiidying algebra or higher mathematics, 34,082. It is quite 
possible that 1 in 18 of the high school enrollment would properly be counted as a secondary pupil who was not 
at the time engaged in any one of the studies used as a test. This would closely indicate the character of the 
studies of the high school pupils. According to the same report there were 10,619 studying Latin, or over 29 per 
cent of those in high schools. The higliest work at public'charge in Cincinnati will rank with superior work, as it 
does more or less steadily in some other cities. It is quite a common custom in Ohio for colleges to admit students 
from schools of assured standing without examination. 

In Indiana there is a minimum coarse for commissioned high schools, of which there were 109 in 1890. This 
course comprises algebra, geometry, and Latin or German. The connection between high schools and the lugher 
state institutions is well defined, each school of the proper standing being recognized by a commission of the 
following form : 

STATE OF IXDIA^'A — HIGH SCUOIIT. CO:\niISSION. 

This oertifies that , superintenflent of the graded schools of the , is authorized by the state board of education 

to certify students of the higli school department of said school for admission to the Indiana University, Purdue University, and 
the State Normal School, in accordance with the requirements of the said several institutions. 

Department of Public Instruction, 

Indianapolis. , 18 — . 

For board of education. , President. 

[seal.] , Secretary. 



30 EDUCATION. 

Although the state report is very complete as to the character of the work ami regarding iiiaiiy details, even 
giving the schools and the teachers in charge by name, the statistics of enrollmeut are left to be sought from other 
sources, and no close accuracy is claimed for the figures here submitted. 

In Illinois there were 0,262 males, 11,349 femafes, total, 17,611, in 208 high schools, of which 58 were recognized 
as fitting schools by the state university, and a few also by the University of Michigan. 

In Michigan the university and the state normal school admit graduates of the high schools without 
examination, and the stimulating influence of the university upon the local high schools has been very great, even 
raising a question whether weak communities with very small classes jnay not have been induced to undertake an 
undue amount of work. The university extends its recognition of schools doing satisfactory preparatory work to 
schools in other states. The high scliools on the authorized list in IMichigan rank high, and their students in 1890 
were 16,908. Unfortunately, they were not discriminated by sex in the report. 

In Wisconsin, as in Michigan, the state university exercises a direct influence upon high schools, which are 
supervised by a special officer of the state. The number reported studying Latin and Greek was 1,520. The 
number used in the census tables for public secondary pupils is largely based on individual reports. 

In Minnesota the state board of education has a supervision of the high schools which it recognizes in three 
classes: those in the first class sustaining full preparatory classes to the state university; those in the second 
class similar, but not so well equipped as those in the first class; those of the third class, of advanced scholarship 
and equipment, not having attained such stability and efificieucy as to entitle them to fuller recognition, but 
regarded as hopeful candidates for the second and the first classes. Upon the certificates from these schools the 
students are admitted to the normal school, the colleges, and universities, with credit for the work certified by 
the local high school. There were 11 first class, 21 second class, and 29 third class schools. A special grant of 
1400 was made by the state to each. There were 3,665 pupils enrolled in these schools, besides 2,274 in the high 
schools of the two large cities. There were admitted upon high school certificates 410 to the university and 509 to 
the normal schools. There were in the state high schools, as these recognized high schools are called, aside 
from the great cities, 2,111 studying algebra, 904 studying geometrj^, more than 1,000 studying Latin, about 300 
studying German, and a small number studying Greek. By means of the state supervision the hi^h schools of 
Minnesota have a well defined position, and there is a pliability in the requirements for r. cognition that gives due 
credit to the best efibrts of feeble communities. Minnesota, like Ohio, appears to make high school aiid secondary 
school properly interchangeable terms. 

In the Dakotas the number of pupils studying algebra and geometry outside the independent districts is 
reported. These independent districts include the largest and strongest schools, ready to certify their graduates 
to the universities. In the counties of ISTorth Dakota there are reported studying algebra 336, geometry 146, or a 
total of 482. In South Dakota there are reported in the counties 419 studying algebra, 104 studying geometry; 
total, 523. In Iforth Dakota there are 4,722 scholars in the independent districts. In South Dakota there 
aie 11,843 scholars in the independent districts. The schools of the Dakotas have been better equipped with 
maps, charts, and apparatus than many in older states, so that while the great changes that took lilace in 
certain counties led even to the closing of schools and the practical abandonment of some schoolhouses, the 
number of scholars pursuing advanced studies may have been greater than that estimated in the lable. 

In jSTebraska there has been a provision for several years for admitting students to the state university in a 
major course, wliich it was supposed could be anticipated in the stronger districts, and in a minor course to 
acconunodate those districts too Nveak to maintain classes to the other standard. Early in 1890 measures were 
adopted strengthening and advancing the standards for both courses. A similarity of plan to that in Minnesota 
will be evident. Nebraska reports 17 schools with the major course and 15 with the minor course, to which some 
addition is evidently to be made for those which do like work, but have not gone through the formalities for official 
recognition. There were reported in all public high schools 6,170 pupils, a number swollen in this report by 
secondary pupils in state institutions. 

In Kansas 8,030 pupils are reported in high schools,. 41 schools are accredited with preparing students for the 
freshuum class of the university, and 30 schools additional as nearly completing that preparation. 

During 1890 the leading educators in Iowa took steps to biing the high schools and the higher institutions, 
especially the state nniv",rsity, into more intimate relations. It appeared that there were liO high schools in the 
state, of which 88 maintained a 4 years' course and 50 a 3 years' course. Latin was taught in 115 of the schools. 
It also appeared that 60 members out of a freshman class of 88 in the university were fitted in the high schools, 
part of them being admitted under conditions. Keturns for the fall term of 1890 showed 5,101 boys, 8,053 girls, a 
total of 13,214, enrolled in the public high schools of Iowa. 

In Missouri there are about 20 city high schools upon the accredited list of the university, but the number of 
pupils in these schools is not separately shown in the state report. 

High schools reach increasing numbers of pupils in these states, not all having the zeal of tho.se who had only 
rougher opportunities. Before St. Louis or Chicago had liigh schools, isolated pupils in the Missouri woods were 
fitting for college and algebra was studied in country districts of the Rock river valley, where bearded pupils no 
longer maintain debating societies ancl where city enticements for youth longing after learning or wages leave 
scant material for even elementary schools. 



INSTITUTIONS. 31 

SOUTH CENTRAL DIVISION. 

The Soutk Ceatral is, in a geaeral way, like the South Atlantic divisiou educatioually. As elsewhere uoted, 
Tennessee has a long record of elementary public education ; Texas, a great development connected with her laud 
grant eudowment and her material growth, and public secondary instruction assumes a more prominent place in 
all the states year by j^ear. 

The large cities of this geographical division have generally secondary classes or departments in their public 
schools, but the general tendency of the states is to spend public money for elementary education, leaving secondary 
education more to the support of private resources. In states without large cities the growth of public school 
organizations is not so well dettned, especially for secondary work, f)rivate arrangements and f)ublic aid mingling 
to a great degree. 

The conditions in Kentucky vary greatly between her most prosperous counties and those with less material 
advantages. Some lH cities take charge of their schools and in some other places advanced classes are organized, 
but the principal tuition for public money is elementary. A superintendent reports that there were several private 
schools taught in the county, which contains 6 academies holding continuous sessions of 10 mouths each year, and 
that the schools are taught in connection with the public school for 5 months. In the state at large private provision 
is more prominent for secondary instruction, there being nearly 100 private academies and high schools. The state 
report does not show the attendance at these schools. 

In Tennessee the imiversity begins to exercise a direct influence upon the public schools, but the line of 
separation between public and private schools is somewhat indetinire. There has been recently a very rapid 
change of the old academies and private schools into public schools, and some of the schools still maintain a double 
character. Some of the difficulties in obtaining accurate statistics are indicated in the statements by county 
superintendents. One says that his report of the institutions other than public schools includes only such schools 
as were wholly private throughout the year, and that in addition to these about 40 "subscription" schools have 
been taught, employing about 50 teachers, in session from 3 to 5 months, and reaching an enrollment of not 
less than 1,700 pupils. In another county the superintendent says: "Our people have private schools taught in 
many school districts where they have not money sufficient to have a public school". Another superintendent 
reports the donation of a school building called a college, and capable of seating 800 pupils, evidently intended as 
the expression of one individual in behalf of public education. A summary of the general situation is fairly presented 
by the superintendent of an important county, who is pleased to announce the gradual but constant advance of the 
public schools in efficiency and usefulness, and the appreciation of the people, who now realize that these schools 
are their only deijendence for their children at home. Private schools are not now attemjjted at all (in this county), 
except in 5 or 6 towns where academies are conducted by private enterprise. The public schools are consolidated 
with these academies, and the principals continue the remainder of the year on their own account after the public 
fund is exhausted. 

The announcement of a high school in Tennessee says : 

The school will continue for a period of 10 months » » * j tuition first grade * * * $5 * ' * ; second grade * * 

$7.50 * * » ; third grade * * * algebra * * * Latin, $10 per session ^ » * _ ^n pupils enrolled as free school pu]iils 
at this school 'n-ill be admitted free during the free term. 

In Mississippi it is evident that there is great growth in public school organization. It is not so easy to give 
the conditions by figures as in some other states, but a multitude of instances can be cited to illustrate every 
statement made in this connection. This is the more important because the conditions which ai-e plainly clear in 
the report for Mississippi for the two years ending in 1891 are to a greater or less degree illustrated in nearly every 
state south of the Ohio river. The public school branches as taught untler the general state law are essentially 
confined to the elementary English studies. The county is the unit of administration, but the larger towns can 
assume the entire control of their schools. The country school under the present constitution will be maintained 
with public funds a minimum of 4 months. The schools of the independent districts are maintained for 8 to 10 
months, as a rule, and many schools under the general law have their terms extended by other than public funds. 
There are in the state 220 high schools and 43 schools in separate districts. A very small number of these high 
schools appear to be jjurely private, working without any aid from public funds. Many of them, however, receive 
the public money partly by teaching a free terra while the money lasts, partly by crediting upon the tuition bills 
the money which would be apportioned to each scholar from the jaublic fund. Some of the high schools are to be 
considered as wholly public schools, and yet the private element enters so largely into the maintenance of education 
that it would be tedious to separate clearly the public high schools from those of mixed support or of a private 
character. Even where the tuition in the common branches is wholly free, a fee is charged oftentimes for 
instruction in the advanced studies. Furthermore, the school x^roperty is to a very large extent in the hands of 
private individuals. In some counties with a large number of schools not a single schoolhouse is owned by the 
county, and even where the deed has been made it often occurs that it is of a limited character, providing that the 
property shall revert to the previous owner when it ceases to be used for school pur^joses. Some of the higher 
schools have valuable properties, embracing considerable tracts of land, and maintain boarding establishments. 



32 EDUCATION. 

Tliere are mauy students iu the state in the advauced mathematics aud languages, but it would be extremely 
difficult to determine the correctness of an assignment of these scholars to public and private schools respectively. 

In the words of one county superintendent, the high school is the liuk that binds the public school to the 
college. Local taxation is hardly of aid outside the separate districts. The state fund is used almost wholly 
for the payment of teachers, and each neighborhood is expected to provide a house for the school. It so occurs 
that any building that can bo utilized is likely to be a scboolhousc, and as the school is in many cases located by 
tlie temporary preferences of the eonunanity and the climate is mild, very cheap structures are made to suffice. 
The negro churches are very largely utilized for schools; in some instaaces the Alliance buildings appear as 
school houses. A peculiar danger is noted as pertaining to these cheap structures in the pine woods, namely, 
their liability to destruction by forest fires. 

A specific example will verify various statements already made. The case selected illustrates the current 
interest iu education and tlie present modes of its administration. The high, school was established in 1889 and 
chartered iu 1890. The expenses accruing from the erection of the building, purchase of furniture and equipments, 
were all defrayed by private contributions by the citizens of the vicinity. The building is located on a (5 acre lot. 
It can at present accommodate 75 boarders. The school has no public endowment fund. It is managed by a board 
of directors, which is a permanent corporate body having power to increase or diminish the number and fill all 
vacancies that may occur. It is not under the auspices of any religious denomination. The di'-ectors emijloy a 
principal annually at a salary of $L,0()0 per session, and designate the salaries of the assistants who are employed 
by the principal. The sessions consist of a public term of 4 months and a private term of 5 months. This school 
eniolled 112 scholars in 1890. A similar scdiool of like age has 4 acres, takes boarders, is open 10 mouths in the 
year. During 4 months public term pupils are charged full tuition and credited with their share of the public 
fund. Pupils are prepared for the state university. The enrollment in this school is, local puiiils, 127 ; boarders, 
25 ; total attendance, 152. 

These are but typical instances that might be many times multiplied in Mississippi, and to a greater or less 
extent in the adjacent states. 

The conditions in Alabama are in general similar to those in Mississippi, but they are not as well shown iu 
public reports. 

The cities of Louisiana have secondary departments, but the conditions of a lowland country are less favorable 
for the maintenance of secondary schools away from the principal cities than in states with more highland homes. 

There has been a great development of public school work in Arkansas, and some of it assumes a secpndary 
character, though large portions of the state are very backward with any account even of their elementaiy 
work. 

Texas is the only one of all this division that makes a state report definitely representing any studies by 
which the standing of the work can be judged. With a population of 2,235,523, the report shows in high schools 
distinctively organized 1,113 white boys and 1,510 white girls; outside of high schools, studying algebra, 19,459 
white and 2,609 colored pupils; studying geometery, 7,203 white and 263 colored; making the apparent secondary 
pupils aggregate 32,157. 

The number of schools organized as secondary or high schools is very small, but there is much individual 
liberty, and pupils are not held back from algebra and geometry as iu the highly graded schools of some other 
regions. The accuracy of the figures has been confirmed iu a general way by the county returns. Nor need the 
figures seem so astounding when it is noted tha,t this gives Texas but little more than one-half the ratio of 
secondary public school pupils claimed by Maine, and when we reflect that the border Texas wliose admission to 
our union is associated in memory with the w^ar with Mexico has been lost in a most wonderlul development of 
new conditions. In the matter of population alone, if we could imagine that the number remaining the same as 
now the whole population of Texas of 1880 still lived in its old homes, we should find almost one new person for 
every two inhabitants of 10,years ago; when now we reflect that for every death and migration a new ijerson must 
be added to make good the loss, it will be evident that it is far within tlie truth to consider tliat the present 
Ijopulation of Texas is one-third made up of people not in Texas only one decade ago. This indicates possibilities of 
great radical changes in every material, moral, and social feature. It has largely been a change of progress that 
warns older states to look well to their comparative statistics. 

WKSTEEN DIVISION. 

In the Western division the schools are modeled on the general basis of those in the North Central division, 
whose overflow formed their social institutions. The condition of secondary education is closely related to the 
density of population, advanced schools being generally maintained at public expense where there is a i)opulation 
to furnksh pupils. The national aid by a land grant system gave even more united impetus to schools than in most 
of the states along the Mississippi river. The schools of the new cities of the western states have buildings with 
the latest devices, which make a better appearance to the eye of the traveler than those in the old centers of 
culture, since they have accumulated little of the mold or rust that gathers about buildings and institutions as 
they grow old. ^ 



INSTITUTIONS. 33 

lu California the eiiroUineDt in high schools and advanced grades is 3,548. The quality is tested by 
examinations for admission to the state university. 

In Colorado the number reported enrolled in high schools is 1,733. In this state steps were in ]irogress for a 
harmonious course of study connecting the high schools and the university in 1890. 

In Oregon and Washington the larger towns have schools with secondary departments, as do the cities in 
Idabo, Montana. Wyoming, and in a less degree the territories of the great plateau. Xevada is shrinking in its 
social power. For none but California and Colorado are the state reports suggestive of the number of secondary 
pupils. 

ELEMENTARY SCHOOLS. 

The great mass of schools of the country are elementary. 

The text books are of the highest value if we accept the advertisements of interested authors, publishers, and 
agents. In the light turned on them by rivals their excellences are less conspicuous. The schools are of the 
utmost efficiency in producing useful citizens, if we accept the self laudation of some superintendents and school 
boards. In the light of keen eyed criticism their excellences are not so prominent. Criticism from friends who 
wish to improve the appliances of education and destructive criticism have been especially active in the decade. 

The general statements as to the condition of education might fairly be repeated for this subordinate group. 
Two subdivisions of the elementary schools have each a peculiar interest. These are kindergartens and parochial 
schools. 

THE KINDERGARTEN. 

The kindergarten, or children's garden, obtained the name and a. suggestion of quality from Froebel, a German, 
in whose country it has been maintained by wealth and private benevolence to a limited extent for half a century 
under government inspection, officially tolerated rather than supported. It is there intended for children below 6 
years of age, the legal standard for public education. The true relation of kindergartens to the German public 
schools has been repeatedly published, both officially and unofficially, without dispelling a popular impiession that 
in their establishment here one of the best features of the German public schools is secured. The discussion of 
kindergarten methods has aided in the improvement of elementary schools. The name, however, is readily made 
to cover almost any stated gathering of little children, even of a transient sort and in alleys and tenement houses, 
under the auspices of those laboring for the betterment of low forms of city life. In many cases the term infant 
school would be more appropriate, if, indeed, the name school is not itself sometimes out of place. Notwi.thstanding 
the theoretical popularity of kindergartens in this country and the large place they fill in public addresses and 
essays, their practical development, including all claiming the name, is very limited. A few cities and towns have 
departments in the public schools called by the German name ; in a few cities benevolent associations maintain 
like schools ; a considerable number of such schools exist as individual enterprises in different parts of the country, 
often as attachments to schools for older pupils ; kindergarten departments are maintained as parts of the model 
schools connected with various institutions for training teachers ; the patient care of young children, for which 
the educational asylums are noted, goes to the general credit of kindergarten work, even where no dii'cct 
indebtedness to Froebel, their German originator, is traceable ; but the whole nominal kindergarten work of the 
country reaches but a small number of children, and thus far has not a very stable character. For example : the 
superintendent of the public schools of Milwaukee, where 2,753 were enrolled in kindergartens in 1890, says the 
kindergarten is still an incidental extension of the public schools, and that the first grade is the goal of the child 
as he enters the kindergarten, and upon a moment's notice that there are vacancies in the next room he marches 
proudly on to be enrolled with jjupils permitted to use pencils, books, and slates. Wisconsin takes children into 
school at 4 years of age. 

Were no schools to bear the name except those conforming to Froebel's pattern, the number so grouped would 
be very small indeed. As authoritatively published, the original plan was that, where possible, the children were 
to be much in the open air and were each to cultivate a little garden. The garden is so conspicuously absent in 
the American reproduction of this form of infant school as to prompt the inquiry why the name should be retained. 
The founder of kindergartens contemplated the instruction and training of very young children as much by the 
mothers and the nurses as by other teachers. In France schools somewhat resembling the kindergartens are 
called ficoles maternelles, or maternal schools. A i)laygTound with a small garden is part of the essential 
equipment of each. Nearly two -fifths of the children between 2 and 6 years of age are registered in these schools, 
of whicli about three-fifths are public, all being under government inspection to insure satisfactory conditions for 
health and training. 
ED 3 



34 



EDUCATION. 



APPARENT WORK OF KINDERGARTENS, AS DERIVED FROM THE REPORTS OF SCHOOLS: CENSUS OF 1890. 
[This table is merely suggestive. The schools called kindergartens are extremely variable in quality and stability.] 





ENROLLMENT. 




Grand 
aggre- 
gate of 
pupils. 


Aggre- 
gate of 
public 
pupils. 


( Private. 










STATES AND TERRITORIES. 


Teachers. 


Pupils. 




A p'^^re- 
gate. 


White. 


Colored. 


Aggre- 
gate. 


White. 


Colored. 




Male. 


Female. 


Female. 


Total. 
13, 882 


Male. 


Female. 


Total. 


M,ale. 


Female. 


The United States 


38, 354 


23,754 


749 


10 


736 


3 


14, 600 


6,385 


7,497 


718 


290 


428 


North Atlantic division 


14, 579 


10, 784 
200 


272 


8 


264 




3,795 


3,779 


1,712 


2,067 


16 


10 


6 








300 

46 

43 

3,699 

427 

925 

1,994 

1, 500 

5,645 

754 


7 
6 
4 
02 
14 
12 
S7 
31 
49 

31 




7 
5 
4 
62 
11 
12 
86 
31 
46 

30 




100, 
46 
43 
699 
221 
199 
1,394' 
448 
645 

504 


98 
46 
43 
697 
210 
199 
1,394 
447 
645 

459 


48 

22 

25 

312 

99 

90 

618 

223 

275 

204 


50 
24 
18 
385 
111 
109 
776 
224 
370 

255 


2 


2 






1 




















3,000 

206 

720 

600 

1,052 

5,000 

250 






2 
11 


7 



2 




3 




4 










1 














1 


1 






3 






Soutli Atlantic division 


1 


45 


16 


29 








21 
122 
257 




1 
6 
15 






1 


21 
122 
257 


1 
122 
232 


1 

64 
105 




20 


6 


14 








6 
15 


58 
127 




District of Golnmbia 








25 


10 


■ 15 












21 
47 




1 
6 




1 
6 




21 
47 


21 

47 


9 

12 


12 
35 






































270 
16 

18, 179 


250 


1 

1 

274 

63 

39 

103 

15 

16 

7 

5 

9 

3 

4 

4 

6 

47 




1 
1 

271 




20 
16 

5,859 


20 
16 

5,503 


8 
5 

2, 568 


12 
11 

2,935 




















North Central division 


12, 320 


2 


1 


356 


129 


227 




1,021 
1,935 
2,063 

498 
3,423 

194 
1,080 
7,164 

233 
55 
55 

458 

960 


20 
200 
450 
250 
3,000 




63 

39 

101 

14 

16 

7 

5 

fl 

3 

4 

4 

6 

47 




1,001 

1,735 

1,613 

248 

423 

194 

80 

164 

83 

55 

55 

208 

860 


981 

1,435 

1,584 

245 

423 

190 

80 

164 

83 

55 

55 

208 

630 


444 

613 

767 

135 

200 

95 

37 

84 

41 

32 

25 

95 

279 


537 

822 

817 

110 

223 

95 

43 

80 

42 

23 

30 

113 

351 


20 

300 

29 

3 


10 

100 

14 

2 


10 








200 




1 
1 


1 


15 




1 














4 


3 


1 




1,000 

7,000 

1.50 












































Nebraska 














250 
100 


















230 


112 


118 












621 
165 




39 
4 




39 
4 


621 
165 


506 
50 


226 
20 


280 
30 


115 
115 


55 
57 


60 










58 














100 
25 
35 
14 

3,882 


100 


























1 
2 

1 

125 




1 
2 
1 

124 




25 
35 
14 

3,582 


25 
35 
14 

3, .511 


11 
16 
6 

1,622 


14 
19 
8 

1,889 




































"Western division 


300 




1 


71 


23 


48 




























































470 




24 




24 




470 


445 


207 


238 


25 


10 


15 














22 
11 




1 
2 




1 
2 




22 
11 


22 
11 


8 
2 


14 
9 


































































55 

30 

3,294 




4 
3 
91 




4 

3 

'90 




55 

30 
2, 994 


55 

30 

2,948 


26 

15 

1,364 


29 

16 

1,584 
























300 




1 


46 


13 


33 






1 



INSTITUTIONS. 35 

So-called public kindergartens have been maintained in tliis country for pupils wbo bad outgrown Froebel's 
conditions for such iustrnction and the age for ficoles maternelles of France, partly by reason of local legal 
limitations of the ages at which instruction might be had at public expense. This is notably illustrated in St. 
Louis, Missouri, where, after gaining very marked popular favor under the leadership of a devoted, generous woman, 
the kindergartens were taken up as a part of the city schools. The constitution of Missouri prescribes 6 years as 
the minimum age for free tuition, and the friends of public tuition to much younger children were greatly surprised 
by a. judicial decision that it was unlawful for children under 6 years of age to be received in schools maintained 
by public funds. In this one city, therefore, are some 7,000 cLiildreu over the Froebel kindergarten age attending 
schools called kindergartens. In Philadelphia and in Boston the kindergartens first gained a standing through 
generous private zeal, and they continue to train children under 6 years of age. St. Louis, Milwaukee, Philadelphia, 
and Boston are the prominent cities maintaining departments of the public schools called kindergartens. In San 
Francisco, Denver, Louisville, Chicago, Indianapolis, and Cincinnati free kindergartens are maintained by 
benevolent associations. 

The difficulties of discriminating kindergarten schools from general primary work have been such that the 
children in kindergartens have been counted with others in the general tables of public and jirivate schools. The 
preceding table derived from those great groups, as well as practicable, gives a general approximation to the 
conditions in 1890. 

The conditions at St. Louis have such national importance as to justify extended quotation from the reports of 
the president of the school board : 

In connection with this shortness of the school life of the great majority of the school children should lie noted the anomalous 
relation of the kindergarten system thereto. Until the board was hy law prohibited from receiving children under 6 years of age, the 
great merit of the kindergarten system lay in its rendering practicable an extension of the school life below that age. Now, however, 
as the board is not permitted to receive children under 6 years of age, the time spent in the kindergarten, if the law is obeyed, necessarily 
shortens the time which the children of this class can spend in the regular school course. 

Under the regulations of the hoard, in schools having kindergartens, a child is not admitted to the first grade primary until 7 
years of age, and between 6 and 7 a child is admitted only to a half day session at the kindergarten. In schools not having a kin dergarten, 
children are admitted to primary instruction a half day at the age of 6 years, if there are vacancies after the children of 7 years are 
accommodated. The obvious aim of these regulations, which were adopted by the board after the decision of the supreme court, is to 
keep children in the kindergarten, by excluding them from the regular primary instruction, until 7 years of age. Where the school life 
is shortened by necessity, it is natural that parents should desire their children to enter the regular primary grade as soon as possible, 
and it is difficult to see upon what theory the board can justify the excluding them therefrom after they have reached the age of 6 
years. * * » 

That the rule of the board and the law of the state are practically nullified in the kindergartens as to the limitations of age is 
obvious to any casual observer. While I deem this limitation of age unfortunate, under the conditions which prevail in a large city like 
St. Louis, it is the duty of the board to see that the law is obeyed, and principals and teachers should be instructed in cases of doubt to 
refer to the official municipal registrations of births, or parents should be obliged to produce certificates of such registration. [This 
certificate was made requisite in 1889.] At the same time the board should not deny the right of any child who, being 6 years of age, is 
entitled to enter the schools, to enter at once the regular primary grade. In other words, whatever merit there may be in the kindergarten, 
it should not be used as a means of further shortening the school life which is already shortened by necessity. It is a significant fact 
that the kindergarten system, despite its universally admitted excellent features, should have made comparatively little progress in 
connection with the public school system of the country, although its merits have now for many years been familiar to the educational 
public. The reason is obvious. The public school funds being limited, and the school age being limited also, it is found that all the school 
funds are required for those who are old enough to commence their regular school life. In other words, the proper place of the kindergarten 
is for those whose school life is not limited by necessity, or for those who are under the age when they can profitably commence the 
regular primary grade. WTiatever may be the future policy of the board in this matter, however, many features of the kindergarten 
system should be permanently retained, by being regularly incorporated in the system of primary instruction. (1888.) 

The president of the board said in the following year : 

The board has not solved the "kindergarten problem", and the anomalous position of the kindergarten system in St. Louis public 
schools, to which attention was called in the last report, still exists. * « * 

The board now requires a certificate of date of the child's birth, to be signed by the parents on entering the child, with a view of 
checking the disposition to evade the constitutional requirement of school age of 6 years. 

The kindergarten, as introduced in St. Louis, was intended for children who are too young to co mm ence regular school life; in other 
words, too young to learn to read. Before the decision of the supreme court, in 1883, prohibiting the board from receiving children under 
6 years of age, the kindergartens enabled the board to prolong the child's education by receiving him as early as 4 years of age. 
Indeed, from 4 to 6 may be said to be the true kindergarten age for "pure kindergartens". The nursery element therefore predominated 
in the system, as with average children of such age it must necessarily predominate. The history of the system in St. Louis is illumined 
with the disinterested labors of Miss Blow and the enthusiam of her associates and successors. The sight of happy children is always 
attractive ; and the conceded merits of the system and natural local pride in its extension to other communities from St. Louis, have made 
the board reluctant to recognize the imperative consequences of altered conditions. 

Since 1883 the board has been prohibited from receiving children under 6 years of age. Children now enter the kindergarten at an 
age when formerly they left it. The kindergarten, therefore, is forced into competition with the regular primary school, and children 
can only be kept in the kindergarten by being kept out of the regular primary. To meet this difficulty, and to keep children out of 
the primary, so as to sustain the kindergartens, the board enacted a rule in 1883, which is still in force, whereby in schools having 
kindergartens children are not permitted to enter the regular primary grade until 7 years of age, while in schools not having 
kindergartens one is permitted to enter at the age of 6. 



36 EDUCATION 

This rule is, in my opinion, against public policy, and of doubtful legality. As human society is now constituted, the learning of 
the forms of language constitutes the beginning of school education. The kindergarten may be an excellent preparation for this school 
education, but it is not a substitute for it, and, considering the short school life of the average child in the puldic schools, it is, in my 
opinion, an unwarranted exercise of the power of the board to deny any child of school age the privilege of beginning his school education. 

It is urged that the year spent in the kindergarten is of such benefit to the child in developing his reasoning faculties and powers 
oi' observation that he advances enough more rapidly, when he enters school, to compensate for the year's delay. 

This educational proposition is very doubtful at best, and is directly controverted by the observation of some of our most experienced 
teachers. However this may be, it is properly a ([uestion for the parents to decide, at what age. in view of the child's disposition and 
development, the regular school life should begin; but they should have the right of beginning that school life as soon after the child 
reaches the legal school age as they deem proper. 

It is obvious that it is futile for the board to attempt to maintain a "pure kindergarten" when the law excludes children of pure 
kindergarten age. It can not sustain "infant schools" without infants. The kindergarten in St. Louis is necessarily no longer a " pure 
kindergarten " in that sense, but it is adapted, or sought to be adapted, to children of more mature age, the educational element being 
substituted as far as practicable for the "nursery element". 

Another very serious difficulty embarrasses the board in regard to the kindergarten system. Only about two-thirds of the schools 
have kindergartens, and less than one-third of the children in the primary grade attend the kindergarten. The board is financially- 
unable to extend the system to all the schools. The existing discrimination is upon principle indefensible, since no system of education 
can properly be introduced or maintained in a public school system the expense of which prevents its being made available to all the 
children in all the schools. 

The board is now conducting experiments in 3 schools with a view of introducing elementary instruction in reading into the 
kindergartens. If childi-en between 6 aud 7 years of age are not permitted to attend the primary school, they certainly should be 
permitted to learn to read in the kindergarten. 

The board should, as rapidly as practicable, adopt a system of primary instruction for all the schools, retaining and making 
available to all the children such features of the kindergarten system as can be made a permanent part of the regular primary in.struction 
of all children of legal school age. This is a duty forced uijon the board by conditions which it can not control. 

.» Though the " pure kindergarten ", for children too young for school, would lie relegated to voluntary enterjorise and charitable 
effort — and a grand philanthropic tield is open in certain districts of the city — the kindergarten system would render a lasting- 
contribution to the public school system of St. Louis by permanently modifying its whole system of primary instruction. (1889.) 

lu 1890 the city of Boston had been maintaining kindergartens a.s public institutions about t-wo years, and 
makes this showing: 

There are at present 25 kindergartens instructed by 46 teachers. The success of these schools, judged only by the requests for their 
establishment in the different sections in the city, has been unquestionable. 

These schools are established for the purpose of giving kindergarten instruction to children of 3.5 years of age and upwards. 
There is one daily session, the afternoon being devoted by the teacher to visiting the families of the districts for the purpose of secirring 
the interest and co-operation of the parents iu kindergarten work and of promoting- regularity of attendance. 

The conditions of the kindergarten schools of Philadelphia are not clear from the published report. 

The requirements in the rules that no " kindergarten shall be maintained by the board -where the average 
attendance, exclusive of the sick, is less than 25 pupils per class for each teacher employed iu the kindergarten" is 
suggestive of a heavier demand upon the teachers than the ideal, especially when taken in connection with the rule 
applied to the other schools, that "in ascertaining the average attendance for the monthly reports, the number 
absent from sickness shall be computed with the number actually present", under which certain primary schools 
are restricted to 30 pupils to the teacher. 

Certain contrasts force themselves Upon attention. St. Louis excludes from the kindergarten children under 
d; Philadelphia excludes those over 6; Boston has a one session kindergarten and keeps the teachers busy the 
other half of the day among the patrons; St. Louis and Philadelphia have some doitble session kindergartens, and 
some teachers teach two sets of pupils in the two halves of the day. The maximum compensation of a kindergarten 
teacher iu Philadelphia is less than the maximum of her sister in other primary schools, and although the maxinjum 
is the same as that of a sewing teacher, the sewing teacher starts higher and reaches her nuiximum -with about two 
years less service. 

The succeeding extracts indicate well a kind of following which Froebel's work secures in various places: 

Six kindergartens were established in October, 1888. The leading teacher resigned in a month on account of inadequate salary. 
Pupils, average attendance for the year about 250; age, 5 years and upward. 

1 Although, as is customary in all kindergartens, a considerable p(U'tion of the time of the pupils is devoted to plays, games, singing, 
etc.. nevertheless commendable progress was made in reading and numbers, so that it is confidently believed that the pupils who 
attended with regularity will be able to enter the first grade primary and soon overtake those who entered the same grade a year in 
advance of them. 

, The hope has been entertained that the system might be extended to other districts of the city and the number of kindergarteus 
increased the coming year; but all members of the board are not yet fully persuaded of their utility. Therefore it has been decided t(] 
continue the experiment with the 6 schools already established, in order to determine more fully and satisfactorily to all memliers of 
the board the advantages of the system. — Rochester, New York, 1889. 

The kindergarten material which the board so readily furnished was thoroughly appreciated by the little ]ieople, as well as by 
their teachers, who were thereby enabled to pleasantly bridge the gulf too often existing between home life and early school life. The 
pupil teachers were led to see the harmony existing- between the kindergarten and primary school, and a desire was inculcated to 
learn of the designs and benefits of manual trainlng.—Principal of Training School, Saratoga Springs, New York, 1889. 



I INSTITUTIONS. 37 

The following extract fairly indicates practical difficulties as they appear to some who appreciate the aim of 
Kroebel : 

Had wc teacliei'8 trained in kiudeigarteu work it would be perfectly feasible to start kindergarten classes at once iu several scbools 
in the older part of the city. » * » 'pjjg only real obstacle iu the way of this is the difficulty of finding trained kindergarten 
teachers. To place kindergarten classes under untrained teachers would be worse than useless. I would respectfully recommend, 
therefore, that two kindergarten classes be established in the training school, and that salaries sufficiently high be paid to obtain the 
best two kindergarten teachers in the country. — lirooklyn, New York. 1890. 

The following statement in the report of the superintendent of schools of Paterson, New Jersey, to the state 
superintendent, 1890, would apply to a large part of the work done in the name of kindergarten : 

We now have several partial kindergarten classes iu the schools. 

PAROCHIAL SCHOOLS. 

Training in religion is a strong demand among some of the mijst earnest supporters of the public school 
system, conspicuous among whom are the Hebrews, who maintain special schools in several of the large cities, 
often I'equiring as a condition of admission regular attendance in the public schools. The schools of those 
organized in some cities under the name Jewish, in others under the name Hebrew, formed of public school 
pupils, confirmation and catechetical classes of the Catholics, Lutherans, and others occupying only Saturdays, 
Sundays, and extra school hours, have intentionally been omitted from the general table of school enrollment, 
since the pupils are already counted elsewhere. 

The enrollment in parochial schools has been made a census inquiry for the first time, including the 
parochial schools, the religious idea is the mainspring of the gr( ater part of private school organization, parochial 
being the term used for elementary schools with religion as a prominent motive, supported by local congregations. 
It is not easy to make a close distinction between parochial schools and those of like motive, but siij)ported on a 
broader basis or doing more advanced work, especially as the work of a given school may change from year to year. 

There are 4 communions whose possible parochial schools are for convenience classed among the general 
private schools: (1) the Church of Jesus Christ of Latter-day Saints, popularly called Mormons, whose schools 
contain 5,092 pupils, the elementary pupils corresponding closely to the parochial pupils in other cases; (2) the 
Orthodox Greek Church, with missionary schools in Alaska; (3) 63 pupils are in schools reporting themselves as 
German Methodist parochial ; (4) 20 are reported as Unitairiau parochial pupils. 

It has occurred that schools reported in church yearbooks as parochial are reported by those in immediate 
charge as public schools, and so affect the census summary adversely as compared with the ecclesiastical summaries. 
Occasionally the parochial school seems really to have given way to a public school, but the proper explanation 
often appears to be that in a community essentially unanimous in religious faith there has been no objection to 
religious instruction, especially if attendance on the same has been optional and out of legal school hours, so that 
a distinctive parochial organization has not been maintained. Instances of public schools, called by some 
authorities parochial, have been reported from Connecticut, Penn.sylvania, Ohio, Indiana, Illinois, Iowa, New 
Mexico, Texas, Georgia, and Florida. In the various states the same buildiiig is often used as a church and a 
public schoolhouse. 

It seems safe to estimate that at least one-half of the children in the Lutheran parochial schools, besides many 
in Catholic schools, also attend public schools during the year. It is impossible in the present condition of 
school records in the country at large to determine on the one hand the loss by imperfect records, or on the othei- 
hand the undue gain by repeated enrollment. 

Tlie following extracts from letters dated in different states sul)stantiate the statement of difliculty of 
classification, as well as to the freedom of local action, when tlie community is essentially unanimous: 

* »• * , March 20. 1891. 
llKAK am: 

The schoid about which you have been making inquiries is a public one, and is recorded as such in * » » n^, capitiil of the 
county. \ 

It is mentioned in Hoffmann's and Sadlier's directories as a parochial school, which purpose it serves, as the rudiments of the 
Catholic faith are taught there outside the school hours. 

There are on the rolls * * * children, taught by one female teacher, who is paid from the public fund. * » * 

Yours, truly, » , s 

* » * , March 16, 1891. 
Deak Su! : 

The reason of my not giving you the information asked for in previous communications is that our school is a public school taught 
by Franciscan sisters, and I presumed you would get the desired information elsewhere. 

The school is supported by public funds and private church funds, and is known as * " * district » « * . 

Very truly, ' * * . 

* « ' , May 28, 1891. 
Dear Sir: 

In answer to your inquiries of May 12, 1891. as to the correctness of the classification of the schools at * » » and * * * as 
parochial schools, I will say that the directories of Jlessrs. Hoffmann and Sadlier are correct in so far as these schools (except * "' * ) 
are under the direction and care of the Franciscan fathers. 



38 EDUCATION. 

But as these soiools draw the school fund, and are free and open for children of every denomination and creed, and, furthermore, 
as the county superintendent of schools examines these teachers, visits and superintends these schools the same as any other puhlic school 
under his control, I believe that they are and can be classiiied as public schools with equal propriety and fairness. 

I remain, yours, respectfully, « » » 

» * " , March 11, 1891. 

Deak Sir: 

Our school is a district school, but a Catholic district, since the whole settlement is Catholic. Therefore, by the permission of the 
Catholic directors. Catholic instruction also is given, besides the other branches that are taught in every public school. » * * 

Very respectfully, # « « 

* * » , September 9, 1890. 

Deae Sir: 

The inclosed * * * schools include 3 different buildings, 1 in * » * ^ which is owned by the church, but rented to the 
school board for a nominal sum ($1 a year) ; another is in * » * , which is public school property ; the other * * * in * * * . 
These schools are taught by the sisters of * * * , who have teachers' certificates from the county superintendent, and comply in 
all respects with the school laws, and receive the monthly salary from the school board. 

The school term is 6 months. After the public term is over the sisters teach a free school. The same course of instruction is 
continued with the exception of half an hour's religious instruction to the Catholic children either at the opening or close of school. 
The Protestant children are not expected to attend the religious instruction. 

This arrangement works very well. It relieves the Catholics of the great burden of supporting Catholic schools, since during the 
private term the children receive religious instruction, and the rights of the Protestant children, who are far in the minority, are not 
interfered with in the least. It is to be hoped that the more conservative and temperate of all Christians will come together and solve 
the problem of the "school question" by some arrangement in which our children will be taught the knowledge of God — that the heart 
will be trained as well as the mind. With * * » , and many other thinking minds in the church, I should much prefer to see the 
Protestant worship taught in the school where the majority were of that faith than no religion at all. Forced attendance of children 
not ofthat faith would be criminal. Very respectfully, « « # 

* * * , March 17, 1891. 

Dear Sir: 

. We have in our school *■ * * sisters as teachers. 

The school is under the management of the county and township officials ; teachers' salary and expenses paid out of the public 
fund. Buildin"' and grounds are church property. On paper it may be considered a public school, but it is in fact a parochial school. 
All the citizens are Catholics. Very respectfully, yours truly, « » , _ 

* » * , March 11, 1891. 

Dear Sir: 

In reply to your inquiry of the 6th instant, I wish to state that the school for white children is taught by 1 male teacher and 
3 * * » sisters; number of pupils, about 200; the school for colored children taught by 1 » » * sister; number of pupils, 35. 
The latter is at the same time a district school, i. e., paid by the same, the public school laws of the state being therein observed to 
the letter. Very respectfully, * » « , 

The number given for children in Lutheran parochial schools would be much greater if pains had not been 
taken to avoid duplication of those already counted in public schools, although it is probable that considerable 
duplication still remains. Many of the parochial schools are but for a few weeks of the year, and are really additions 
to the opportunities of the public school terms and not in conflict with them. The following extracts from Lutheran 
letters might be multiplied indefinitely: 

(a) Pupils attend public schools 9 months of the year. 
(6) The children go to common schools also. 

(c) Our children are enrolled and attend to common school, so the congregations have between 4 and (j weeks' school in each 
schoolhouse when there is no common school, and we then, as you see, instruct only in religion and reading in Norwegian language. 

Of a parochial school of 22 weeks it was stated : 

(d) All these children (309) attend the common district schools. 

(e) Pupils attend the regular common public r^-'iool the rest of its term. 

A school of 40 pupils depends on the public school for all branches except religion, reading, writing, and Bible 
history, reporting: 

(/) This school is not in session when there is a public school. 

The following information was on a report covering 3 Lutheran schools : 

The schools are parochial in the forenoon and public in the afternoon. 

Thousands of children that attend accessible public schools are gathered in parochial schools in the weeks 
when pubUc schools are closed. The effect of the duplication, which influences the statistics of every state where 
parochial schools have a large enrollment, is probably greatest in Wisconsin, but it has a weight of especial 
consequence in those states from Pennsylvania to Kansas, and northward, in which there is a large per cent of 
population having a German or a Scandinavian origin. 



INSTITUTIONS. 39 

The uudetermined amouut of duplicatiou in adding public, private, and parochial eurolluieut for a total 
enrollment would be greatly increased if the catechetical classes doing only religious worJi without contiicting 
with other school attendance were also included. 

For example, the German Presbyterians have a number of catechetical classes, called together on Saturdays or 
other days not occupied by the public schools, which are not included in the statement of parochial schools. 

There are schools in many states in neighborhoods where some special religious faith is dominant and the 
patrons are content or even anxious to have this faith manifest in the schoolhouse. One observing especially the 
rehgious element will call a scliool parochial, while it may be offlcially a public school maintained by public funds 
under officers chosen by the patrons in their municipal capacity. 

The Eleventh Census came in a period of peculiarly intense and sensitive feeling regarding religious instruction 
in public institutions. Marked manifestations of this feeling have attracted general attention, though some have 
considered them temporary and due to local causes. 

Numerous special institutions are maintained for instruction in theology. Missionary and education societies 
in most of the great religious bodies look after the training of remote negro, Indian, and white children, (jontracting 
to give instruction for the state and utilizing appropriations from national and state treasuries with general 
readiness. When the question of religion in daily elementary instruction bears upon the citizen's own neighborhood, 
sh_arply defined differences of view develop, though some are indifferent to the religious question. Jews and many 
Christians look to the state for so-called secular instruction, and to the church to extend the religious training of 
home. The Hebrews have strong educational organizations in great cities, maintaining some technical schools 
and to an extent requiring attendance at the public schools as a prerequisite for admission to the Jewish schools. 

Part of their work has been interpreted by some as kindred to parochial schools. The following extract from 
the letter of a prominent Jewish authority, corroborated by similar letters from other cities, explains the attitude 
of the Jewish educational organizations : 

* * * , May 1, 1891. 
Dear Sir: 

* * * As to inquiries contained in your letter, I beg to state the following : 

Our school hours do in no way conflict with attendance at the public schools, the sessions being held on Saturday and Sunday 
mornings for the instruction of the religious branches of our curriculum, and on Monday anil Thursday afternoons, after the closin" of 
the public schools, for the German branches. The attendance at the weekly sessions is uot obligatory. 

The first article of "Eules governing the religious school of the * * * congregation * * »" » » » i-ea^g. " Pupjls to 
be admitted must be over 8 years old, and able to read ordinary English ". 

Attendance at the public schools on the part of our pupils, and, for that matter, of the pupils of all the Jewish congregational 
schools here and throughout the country, is everywhere a conditio sine qua non. Statistical investigations would bear me out in the 
assertion that the lists of the public schools show a certain percentage of Israelite children who are attending public schools, but do 
not at the same time, or at least not regularly, attend to their religious schools, but not the opposite. It is a well known fact that the 
Israelites all over the world, wherever they enjoy the right, and opportunity is oifered to them, do not need any urging or compulsion 
but, as a rule, are always ready and anxious to procure for their children the advantage of public education. I may also add that 
statistical comparison would show a smaller percentage of illiteracy amongst the Israelites than amongst any other denomination. 

Very respectfully, » » » _ 

The Sunday school partly satisfies the demand for elementary religious training by the churcli, but very large 
numbers of Christian people regard it as inadequate. Some strong supporters of the common schools, demanding 
additional definite religious instruction, are content to have the children called together in confirmation classes, 
or brief parochial schools, at hours or on days or in weeks that will not interfere with attendance at public schools. 
Others desire to have religious instruction united with intellectual training and physical development in all school 
life. On this view are based permanent parochial schools, diocesan schools, synodical schools, and private schools 
under church auspices. Parochial schools, for the first time distinctively noted in the national census, now closely 
equal all other private schools, for which latter the religious idea is also the strongest motive. 

The northwestern states were deeply agitated in the census year by the parochial school <]uestiou, centering 
in Wisconsin, and national results are already manifest from the heated contest. 

A decision of the supreme court of Wisconsin, published early in 1890, treated the King James version of the 
Bible as a sectarian book, and granted a mandamus against a district to discontinue its use. A Nevada decision 
had been adverse to the Catholic version. The sacred books of other faiths are liable to a like judgment. There 
is a movement to secure an amendment to the national constitution prohibiting appropriations of public money 
for sectarian uses. 

The adherents of a form of faith often constitute whole districts, and their teachers, when of the same faith, 
conduct religious exercises in the school without offense to the patrons, greatly increasing the popular estimate of 
the strength of cei'tain church organizations. 

In illustration we may take the Mormons. The secretary of the church board of education jnade a detailed 
statement, showing 96 teachers and 5,092 pupils in the church schools — small numbers to those who have counted 
public schools, with 33,115 pupils of Mormon parentage and 583 Mormon teachers in Utah alone, as church schools. 
On a broader scale the same applies to schools known by other names. The school is permanent, its daily exercises 



40 EDUCATION. 

suit the present patrons, and when "Gentiles" or other dissenters from the dominant faith make a change in 
the patronage, religious exercises undergo more or less modification or are omitted. 

In Utah the teachers are ofQcially reported as Mormon and non-Mormon, and the pupils as of Mormon parents 
and non Mormon parents. The Mormon teachers were nearly 7 to 1 of the non-Mormon, the children nearly 6 of 
Mormon parentage to 1 of non-Mormon parentage. Where whole communities are of one faith it is inevitable 
that a bias toward that faith will raise but little objection, if, in fact, it is not sought in the teacher. No board 
cares to hire a teacher to tear down the beliefs which its own members cherish. 

The reports of the census year indicate that a constitutional amendment forbidding appropriations of public 
money to sectarian schools, combined with decisions that Bibles are sectarian books, would produce effects not 
yet measured. Enormous additions must be forthcoming from private sources in the relinquishment of public 
moneys if religious exercises are retained, or a change in numerous schools must be made if the public aid is 
coutinued, whether in the extremes of the country or at the seat of government. 

It is not easy to fix an absolute line of distinction between parochial schools and those of a higher rank under 
denominational control. The Census Office has not classed as many in parochial schools of West Virginia as the 
state superintendent, although its total of private and parochial pupils indicates a difference of grouping rather 
than an omission. The report of the board of education of Massachusetts for 1891 includes convents, asylums, 
and academies among parochial schools. The religious bodies maintaining the schools generally make a distinction 
between their elementary schools maintained by congregations and those of more advanced character or with a 
wider basis of support, although some parochial schools are conducted in connection with convents or asylums. 

In Iowa there are 15 Protestant Episcopal choir schools, in which 473 boys, of whom 12 are colored, and .54 
girls, of whom 12 are colored, are taught music by 18 male and 10 female teachers. These are not included in the 
tables. 

The ecclesiastical authorities of the great religious bodies which maintain parochial schools have been cordial 
and assiduous in their efforts to aid the Census Office, and they are to be ranked by the number of their scliools 
and pupils rather than by any other order of precedence in the obligations of this oflice for their aid. 

DENOMINATIONAL SCHOOLS OTHER THAN PAROCHIAL. 

There is a difftculty in tabulating schools as deuomiuational from their own retui'us. It frequently occurs that 
the general influences surrounding a school are strongly denominational, while yet the teacher is left to his own 
resources without any formal recognition as a sectarian. His report may be strictly true in representing the school 
as under the control of Baptists, Methodists, Presbyterians, or others, as the case may be, when he himself and the 
prominent supporters of his school are connected with the church named, while yet his school would not be reported 
in the official yearbook as a church school. There is a liability to error, therefore, in classifying a school as 
denominational that is simply a private school under charge of church members, and there is a related liability to 
err in misinterpreting the true relation of a school to which the denomination stands pledged. It is inevitable in 
present circumstances that two authorities examining the same series of returns from the schools will vary 
somewhat in the details of their classification by denominations, even as regards the higlier institutions. 

It was hoped that at least those denominations that maintain special educational boards would be able to 
make distinct and definite reports of their work, but it was left for the Church of Latter-day Saints, commonly 
known as Mormons, to take the lead in promptness of response and itj clearness of those few details asked for by 
the Census Office. The secretary of the general board of education of that chui-ch made a report showing the 
conditions for each school by name and locality. These schools range from elementary to superior, and are mainly 
known under the name of "stake academies", "stake" being the term applied to a colony planted by the church. 
The elementary schools closely correspond to parochial schools, but all have been tabulated with private. 

The following analysis was designed to enable any one to discover the strength of each deuominatiou of the 
schools in the condensed columns marked "all others" in both the parochial school table and the combined 
denominational table. It does not correspond exactly to either. 

In the parochial table (Table 18) the German Presbyterians are included among " all others"; in the combincil 
denominational table they are included with other Presbyterian schools. The German Evangelicals are relatively 
strong with parochial schools and take a separate column, but in the combined denominational table (Table 17) 
they are included in "all others". 



INSTITUTIONS. 



41 



ANALYSIS OF COLUMNS "ALL OTHERS" IN DENOMINATIONAL AND PAROCHIAL SCHOOL TABLES. 



SUMMARY. 



CHURCH OV GOD. 

[Xot ill iiaioL-Uijtl laiile.] 



STUDENTS AND PUPII*. 



Total 

Alaska, miscellaueous in. 
Christitins aud Disciples. 

Christiao Reformed 

Church of God 

Freudli Prote.stant 

Friends 

German Evangelical 

German Presbyterian. . .. 
Grieco.Riis.siau Orthodox 

Hebre vs 

Latter-day Saints 

Mennonite 

Moravian 

Keformed Church in 

Amerir.T. 
Refonned Church in the 

United States. 

Reformed Epfscopal 

Seventh -day Adventist. - 

Shaliers 

Swedcnborglan 

Unitarian 

Uni ted LJrethren 

United German Evangel- 

ical Protestant. 
UniversaUst 



Aggre- 
gate. 



57, 804 



878 

8,182 

1,344 

552 

51 

10. 090 

16, 390 

1,160 

28 

1,092 

5, 092 

645 

856 

1.1.38 

3,929 

261 

1,213 

7 

104 

408 



1, 331 



Total. 



23 

8,112 

1,344 

552 

51 
8.989 



Male. Female 



30, 055 



13 

4, 262 

689 

222 

51 

4,620 



10 

3, 850 

655 

330 



16,389 I 8.560 



1,012 
28 

1,092 

5.092 
644 
856 

1,137 

3,929 

147 

1.204 

7 

104 

407 
2, 8S3 

170 

1.328 



519 
28 
739 
2,803 
379 
537 
812 

2.305 

79 
628 



250 
1,628 

77 



4,369 

7,823 

493 



Colored . 



Total. 



j ft855 
70 



1,152 



nuile. 



1,152 



460 
44 



395 
26 



I.IOI 512 

1 ; 

us ! 72 



689 

1 

76 





Aggre- 
gate. 

552 




rtiUENTS AND POPILS. 




s-IATtS AND TERPl- 
T0HTE6. 


White. 


Colored. 




'lotal. 
552 


Male. JFemale. 

1 


! Total. 


1 




222 1 330 


----- 


! 









441 
111 


441 

111 


164 ' 277 
58 53 


1 


Penn.'^ylvania 


II 1 


!l 1 



353 
,289 
265 
:119 



325 


1 


1 




1.624 








(i« 


114 


51 


63 


."i7(r 


il 


' 


2 


47 






151 


i 


1 




















550 


3 


■' 





AiASKA, MISCELLANEOUS IX. 



Total . 



CHRISTIANS AND DISCIPLES OF CHKIST. 
[Not in parochial table.] 



STATES AND TEKUt. 
TORIES. 



Total ... 

California 

Florida 

Illinois 

Indiana 

Iowa 

Kansas 

Kentucky 

Mississippi 

Missouri 

Nebraska 

New York 

North Carolina 

Ohio 

Oregon 

Tennessee 

Texas 

"West Virginia. 



STUDENTS ANli PUPILS. 



Aggre. 
gate. 



305 
135 
308 
313 

1,317 
767 

1,206 
62 
885 
232 
186 
118 
598 
100 
493 
993 
164 



( 'olored. 



Total, p Male. iFemale i Total. |Male. i ,j^.jg 



305 
135 
308 
313 

1,315 
766 

1.206 



885 
232 
186 

596 
100 
493 
993 
164 



158 I 
55 
189 
208 
625 i 
494 I 
669 i 



147 
80 
119 
105 
690 



327 1 

105 

115 

80 
345 

48 

278 I 
435 
131 



558 ' 
127 ! 

71 

35 
251 

52 
215 1 
558 I 

33 



62 



FRENCH PROTESTANT. 
[Not in parochial table.] 



Massachusetts. 



51 



51 



51 



FRIENDS. 
[Not in parochial table. | 



Tulal.. 



CHRISTIAN REFOrvMKli 



Arkansas 

Delaware 

District of Columbia. 

Indiana 

Iowa 



10, 090 



8,989 



Maine 

Maryland 

Massachusetts. 
Michigan 



New Jersey 

New York 

North Carolina . 

Ohio 

Oregon 



189 
270 
158 
1,194 
555 

365 

118 I, 
448 

44 !, 
90 (' 

523 ' 
511 
362 
284 
90,, 



270 

158 

1,165 

555 

365 
118 
448 
44 
90 

520 
511 
276 
283 
90 



Pennsylvania . 
Rhode Island . 

Tennessee 

Virginia 



4. 070 I: . 3, 507 

226 I 226 

465 235 

128 ' 128 



4,620 



102 

588 
284 

192 

59 
231 

10 

47 i 

260 
273 
161 
140 
48 



112 
56 

577 
271 

173 i 

59 

217 

^\ 

260 i 
238 
115 
143 
42 



189 



1.761 I 1.746 

103 1 123 

129 ' 106 

74 54 



.563 
230 



110 



GERMAN EVANGELICAL. 



Total . 



Illinois, parochial 
IlUnoi.s, other — 

T- j: i.:.,i 



Total 

Illinois, parochial- . . 
Michigan, parochial 
Michigan, other 



1,344 


1,344 




202 

1,109 

33 


202 

1,109 

33 





113 
543 



Illinois, other 

Indiana, parochial . . . 

Iowa, parochial 

Kansas, parochial 

Ki^ntucky, parochial. 
Louisiana, parochial . 
i ^Michigan, parochial . 
Minnesota, parochial . 
Missouri, parochial . 



Missouri, other 

Nfbraskii, jiarochiiil 

Nebra.skii. other 

New York, juirocbial . . 
North Dakota. parocliiiil. 

Ohio, parochial 

Oregon, othei- 

Peniisyhania,paroclii:il . 

Pennsylvania, other 

Texas, parochial 

Wisconsin, parochial . . 



4,245 
406 
784 
(103 
159 



4,245 
406 
784 
HII3 
159 



8,566 I 7,82.1 



, 156 
340 



60 
395 
436 



38 


38 


16 


219 


219 


144 


630 


636 


320 


738 


738 


357 


4. 106 


4.106 


3, 124 


77 


77 


77 


261 


260 


126 


7 


7 


7 


955 


1155 


452 


23 


23 


12 


lil7 


617 


316 


711 


70 


43 


661 


661 


329 


191 


191 


147 


161 


, 161 


78 


1, 133 


1 1,133 


586 



75 

316 

381 

1,982 



503 
11 



332 
44 
83 

547 



42 EDUCATION. 

ANALYSIS OF COLUMNS "ALL OTHEES" IN DENOMINATIONAL AND PAROCHIAL SCHOOL TABLES— Continued. 



GERMAIN PRESBYTERIAN. 

r All ;■« ■nnT-n/.tiioi foi^io 1 








REFORMED CHURCH IN THE UNITED STATES. 






STATES AND TEKRl- 
TOKIES. 


STUDENTS 














! 


Aggre- 
gate. 


White. 






Aggre- 
gate. 


White. 






TORIES. 




Total. 


Male. 


Female. 


Total. 


Male. 


Fe- 




Total. 


Male. 


Female. 


Total. 


Male. 


Fe- 
male. 


male. 




Total 


3,929 


3,920 


2,305 


1,624 










1,160 


1,012 


519 


493 


148 


72 


76 


Illinois, parochial 

Indiana, parochial 








Total 


229 

266 

116 

62 

73 

109 
68 

213 
30 

148 

30 

148 

490 

51 

18 

306 
903 

26 
565 

88 


229 

256 

116 

62 

73 

109 
68 

213 
30 

148 

30 

148 

490 

51 

18 

306 
903 

26 
565 

88 


118 

120 

56 

37 

29 

55 
39 
87 
10 
71 

15 
89 
359 
29 
12 

161 

632 
13 

296 
88 


111 

136 

60 

25 

44 

54 
29 
139 
20 
77 

15 
59 
131 

22 
6 

145 

281 

14 

269 










85 
63 
71 
168 
67 
76 

18 
78 
333 
79 
98 
24 








85 
63 


40 

32 


45 
31 


























71 

168 

67 

76 

18 
78 
333 
79 
98 
24 


35 
89 
32 
33 

9 
40 
170 
47 
50 
14 


36 
79 
35 
43 

9 
38 
163 
32 
48 
10 


Michigan, parochial 

Minnesota, parochial . . . 

Missouri, parochial 

Nebraska, parochial 

New Jersey, parochial.. 
New York, parochial . . . 

New York, other 

North Carolina, other. . . 
































































































Now York 














































Oregon, parochial 








G] 


liECO RUSSIAN ORTHODOX. 
[Not in parochial tahle.] 


Oregon, other 

Pennsylvania, parochial 

Permsylvania, other 

Tennessee, parochial . . . 
Wisconsin, parochial . . . 
Wisconsin, other 










































28 


28 


28 






























REFORMED EPISCOP. 






HEBREW. 
[Not in parochial table.] 


4.L. 




Total 


261 


147 


79 


68 


114 


51 


63 




Pennsylvania, parochial 

Pennsylvania, other 

South Carolina.parochial 






1,092 


1,092 


739 


353 








61 
20 
180 


61 
16 
70 


23 
16 
40 


38 
36' 








Total 


4 
110 


4 

47 












""63 


Louisiaua 


74 
860 

38 
129 


74 
860 

38 
120 


41 

640 

38 

20 


33 
220 






_ 


New York 








SEVENTH-DAY ADVEN 
[Not in parochial table 






100 








TIST. 














LATTER-DAY SAINTS. 


■] 




Total 


1,213 


1,204 


628 


576 


9 


7 






5,092 


5,092 


2,803 


2,289 








2 
















175 
105 
663 
370 


173 
104 
557 
370 


88 
45 
312 
183 


85 
59 
245 
187 


2 
1 
6 


2 

1 
4 






113 

696 

4,283 


113 

696 

4,283 


59 

333 

2,411 


64 

363 

1,872 








Massachusetts 




Idaho 








Michigan 


2 






























MENNONIXE. 




SHAKERS. 
[Not in parochial tabic 




Total 


645 


644 


379 


265 


1 


1 




•] 






Iowa, parocLial 


35 
469 
35 
45 
61 


35 
468 
35 
45 
61 


25 
264 
29 
27 
34 


10 
204 
6 
18 
27 










7 


7 


7 








Kansas, parochial 


1 


i 












Nebmska, parochial 

South Dakota, parochial. 








SWEDENBORGIAN 

[Not in parochial table 




















MORAVIAN. 


•] 


Total 


856 


856 


537 


319 








Total 


104 


104 


57 


47 










46 
50 
280 
480 


46 
50 

280 
480 


18 
50 

280 
189 


28 










6 

, 46 

52 


6 

46 
52 


6 
30 
31 










Miunesota, parochial 


Ohio 


26 
21 
















Korth Carolina, parochial 


Pennsylvania 


























Pennsylvania, other 


291 


















UNITARIAN. 
[Not in parochial tabl 




EEFORMED CHITECH IN AMERICA. 


j.l 


Total 


1,138 


1,137 


812 


325 


1 


1 








Total 


408 


407 


256 


151 


1 


1 






38 
48 
293 
253 

366 
60 
90 


38 
48 
293 
258 

365 
60 
90 


16 
39 
165 
147 

360 
25 
60 


22 

9 

128 

106 

5 
25 
30 










Illinois, parochial 






Iowa, other 








53 
80 
40 
53 
146 
36 


53 
80 
40 
53 
145 
36 


63 
53 
25 
23 
63 
34 










New Jersey, parochial . . . 










27 
15 
30 

77 
2 








1 


1 












New Jersey, other 

New York, parochial . . . 


New Hampshire 

Ohio 








1 


1 































INSTITUTIONS. 43 

ANALYSIS OF COLUMNS "ALL OTHERS" IN DENOMINATIONAL AND PAROCHIAL SCHOOL TABLES— Continued. 





UNI'J 
ISTot 


:ed beethken. 

mparocma tame.J 








UNITED GERMAN EVANGELICAL PROTESTANT. 






STATES AND TERllI- 
TOEIES. 






STUDENTS AND FUPILS. 


STUDENTS AND PUPILS. 




Aggre- 
gate. 


White. 




STATES AND TEKKl- 


Aggre- 
gate. 


White. 


Colored. 


Colored. 


TORIES. 


Total. 


Male. 


Female. 


Total. 


Male. 






Total. 


Male. 


Female. 


Total. 


Male. 


re- 
male. 


Fe- 
male. 




Pennsylvania, parochial 


170 


170 


77 


93 








Total 


2,883 


2,883 


1,628 


1,255 


























82 
197 
227 
375 
333 

190 
125 
380 
43 
449 

163 
122 
80 
111 


82 
197 
227 
375 
333 

190 
125 
380 
43 
449 

163 
122 
86 
111 


40 
109 
132 
200 
170 

120 
80 

231 
18 

255 

81 
78 
46 
68 


42 
88 
95 
175 
163 

70 
45 

149 
25 

194 

S2 
44 
40 
43 










Illinois 




























> 










[Not in parochial table.] 




















Total 


1,331 


1,328 


778 


650 


3 


3 














Ohio 


Illinois 




Oregon 








■ 128 
140 
287 
317 
258 
201 


126 
140 
287 
317 
257 
201 


73 
68 
203 
166 
154 
114 


53 
72 
84 
151 
103 
87 


2 


2 


































New York 


















1 


1 

































EVEISTING OE NIGHT SCHOOLS. 

Many cities maintaiu schools ft-om 7 to 9 o'clock p. lu. for from 30 to 90 or more sessions between E^ovember 
and May, presumably for those deprived of the benefit of ordinary schools by age or occupation. 

The tone of reports on these evening or night schools is more of faith in their future possibilities than of 
confidence in their present usefnlness. Meager numbers, irregular attendance, difficulty of discipline, exhaustion 
of both pupils and teachers by the employments of the day, damage to day schools by a loss of power in those who 
teach in night schools as well as day schools, are general comments relieved by some statements of excellent results. 

A somewhat common experience is a zealous fall opening, a good degree of interest to the Christmas holidays, 
then a break in the attendance and interest, followed by a more or less protracted struggle against decline till it is 
decided that the schools had better be closed. 

On account of trouble between the owners and the workmen in a manufacturing town of New Jersey the boys 
usually employed were sent to day schools and the night schools were closed. A very brief term of daily tuition 
as usually organized would equal any but exceptional annual work iu night scliools in any part of the country. 

This is not the x)lace for discussing what has been termed the unst)lvcd problem of evening schools, but it is 
proper to emphasize that enrollment in evening schools should not be combined with day school enrollment as of 
like value. Some public school reports have reached the Census Office that combined the night and day enrollments 
without distinguishing them. The office has used no report in this form where the union was recognized, but 
some cases may still remain undetected. 

Statistics of night schools have a value, but they ought not to lose their identity in any summary. 

The available reports for public night schools justify the following statement, as approximately indicating the 
enrollment in the states named : 



APPROXIMATE ENROLLMENT IN PUBLIC EVENING SCHOOLS FOR CENSUS YEAR. 



The United States. 



ENEOLLMENT. 

,. 163,509 



North Atlantic division 127,399 

Maine : 1, 000 

New Hampshire 1, 200 

Vermont 200 

Massachusetts (a) 24, 820 

Rhode Island (a) 7,623 

Connecticut («) 2, 883 

New York 55,000 

New Jersey (a) 6, 673 

Pennsylvania 28,000 



South Atlantic division 

Delaware 

District of Columbia (a) 

Virginia 

South Carolina 



,510 



250 

2,510 

550 

200 



North Central division 

Ohio 

Illinois 

Michigan 

Wisconsin 

Minnesota 

Iowa 

Missouri 

Nebraska 



ENROLLMENT. 

26,800 



South Central division . 
Kentucky 



2,700 
10, 000 
1,100 
3,000 
5,500 
1,000 
2,200 
1,300 

1, 400 



Western division. 

Colorado 

Oregon 

Ciilifornia .- - 



1,400 
4,400 



200 

200 

4,000 



a Figures from official reports. 



44 EDUCATION. 

Men and boys largely predominate over women and girls in the enrollment. 

There are some thousands to be added for evening schools maintained by benevolent associations, but in 
popnlar reports the boundary lines Ijetween a definitely organized school and a reading room are very poorly 
defined. There are also institutions conducted day and evening without separate evening organization. Such 
are many commercial schools. Some so-called evening schools, made conspicuous by public letter writers, prove on 
searching inquiry to be no more than literary associations. A number of professional schools at the national capital 
have their sessions in the evening, though not reporting themselves distinctively as evening scliools. 

COMMEEOIAL SCHOOLS AND BUSINESS COLLEGES. 

The commercial schools and business colleges can not be readily separated into superior, secondary, and 
elementary schools, and are shown in a special column. There are a few universities with professorships of finance, 
and the professors of political economy touch upon commerce and business. For the most part, this work is so 
involved with other work of the institutions that the students do not form distinct schools. There are persons 
assuming the name of " college " that have no charter and no standing beyond credit for a month's rent, while they 
wait in I'ooms for possible day or night students in writing and arithmetic. Between these extremes are schools 
whose work is transient, others that are maintained regularly undei' charters with stable organization. Much 
of the work covered under the name of "business college" is of a very elementary character, involving nothing 
higher than some special applications of arithmetic, and this is true of some public business high schools of recent 
organization. The endowment of schools of finance at the universities opens the way for a higher and clearer 
adjustment of terms lately much abused. 

SCHOOLS AND SCHOOLHOUSES. 

The number of schools in the United States will depend upon the significance attached to the term school. In 
some parts of the country a group of departments in one building is called a school, and the term sometimes covers 
some adjacent building considered as a branch; elsewhere every group of pupils under a teacher who keeps a 
separate register is counted as a school; under the latter custom theie may be many schools in one large building. 
The number of schoolhouses is but a general indication of educational facilities, since a few large houses in a dense 
population may provide for vast numbers compared with a like number of houses in a sparse population. 

The imperfections of lecords affect the table for schoolhouses. 

For Vermont the number in the table is that of the schools. It is plain that in this state the variation between 
the number of schools as there counted and the number of houses can not be great, since there are 2,276 districts 
in the state, and an addition of 207 schools for districts containing more than one school would suffice to make 2,483 the 
number of schools reported. 

In Massachusetts the error would be large if the number of schools reported, 7,147, were taken for the number 
of schoolhouses. It is evident that the rooms in one house are to a greater or less extent counted as separate 
schools. The state census of 1885 gave 3,439 public school buildings, besides 31 other buildings used for public 
schools. It is apparent that part of these 31 were academies under contract for giving instruction to public school 
pujjils. There is known to be a small annual increase in the number of public school houses, so that in the absence 
of exact information the inimber 4,000 is estimated for public school houses in the census year. 

In general, at the south almost any building erected for public or semipublic purposes is liable to be utilized 
for a school. A new organization thus comes into certain school reports, since schools are held in Alliance houses 
in the Gulf states. 

In Georgia and Florida the number of schools is likely to approximate the number of buildings used for 
schools, since the rural conditions so predominate that each school more frequently has one house tha.n in regions 
where there is a larger urban population. No close estimate is practicable for the number of buildings that are 
public property. 

In Kentucky there is a careful distinction of public and rented buildings and churches used as schoolhouses. 
There are 72 rented buildings and 197 churches, of which 140 are for the colored people. 

In Alabama, Mississippi, and Louisiana a series of departments in one building counts as a school, so that the 
number of schools should closely approximate the numbei' of buildings used. In Alabama there are but 13 
independent districts reported, some of which group the children of each race in single buildings, so that the 
general conditions are one school to one building. In Mississippi 300 schoolh<mses were built in the year. In 
Texas there are 128 independent districts, reported owning 227 schoolhouses, and renting 72 not classified by 
color, but known to he often arranged to give at least one separate school to colored people in each district. 

The city of St. Louis, Missouri, may be cited as an instance where schools are not identical in number with 
either buildings or rooms. There were reported in the city system (1891) 79 schools, occupying 111 buildings, 
containing 970 schooh'ooms. 

The superintendent of public instruction of Pennsylvania rei)orts 2,(>07 schools in Philadelphia, equaling the 
number of teachers. The report of the board of public education of Philadelphia shows 211 school buildings owned 
besides an unmeutioued number rented- 



iNSTrri'Ti.oNS. 



45 



In Utah there were comparatively few instances where more than one school could have been in one house 
even Salt Lake city having been organized in 21 distinct districts, though now consolidated. 

Of the 5,937 schoolhouses reported in Nebiaska, 7!lii are sod houses, in whose behalf one county superintendent 
says that many districts prefer to build a sod house that may last three or four years to bonding the districts and 
that the best two reports of daily attendance in his county were from sod houses. Another says: '■ In defense of 
the 'old sod house' allow me to say that no other kind of building is more comfortable or safe when the blizzard 
howls and the steady cold of winter has settled down ". 

With these explanations the table is submitted as an approximation to the number of public school houses in 
the United States. 



APPROXIMATE NUMBER OF PUBLIC SCHOOL HOUSES IN THE UNITED STATES FOE THE CENSUS YEAR. 



The United States 

North Atlaiitie division 



Maine 

New Hampshire . . . 

Vermont (o) 

Massachusetts (b) 

Rhode Island 

Connecticut 

New York 

New Jersey 

Pennsylvania 



South Atlantic division. 



Delaware 

White S67 

Colored j S'> 

Maryland 

White 1,704 

Colored 16.3 

District of Coin 111 bia. 

White ' 74 

Colored 22 

Virginia (e) -. 

Whi te 4, 

Colored 1 , 

West Virginia (e) 

Whi te - '. . . - 4, 

Colored 

North Carolina 

White 3, 

Colored 1, 

South Ca ro] ina 

Georgia (a) 

White 4, 

Colored 2, 

Florida (a) 

White 1, 

Colored 

North Central division 



568 
840 

654 
160 

973 

820 



529 
286 

746 
587 



Ohio.... 

Indiana . 



219, 992 
42. 949 

4,354 
2,078 
2,483 
4,000 
482 
1,643 

12, 022 
1, 673 

14. 214 

32, 142 
452 

2,167 

96 

6,408 

4,814 

5, 793 



3,264 
6, 815 



3, 333 



97, 166 



a Xumbei- of schouls. 

b Last exact i-eport 3.4:i9. state eeosus uf 1885. 



12, 813 

9, 907 



North Central division — Continued. 

Illinois 

Michigan 

Wisconsin 

Minnesota 

Iowa 

Missouri (a) 

North Dakota .■ 

South Dakota 

Nebraska 

Kansas 



South Central 



Kentucky 

White 6, 514 

Colored _.. 95g 

Tennessee _ . . 

Alabama (ii) 

White _ 4, 147 

Colored 2, 185 

Mississippi (a) 

White 3, 430 

Colored 2, 469 

Louisiana (a) 

White 1,535 

Colored _ 741 

Texas 

Oklahoma (d) 

Arkansas 



Western division . 



Montana 

Wyoming (c) . 

Colorado 

New Mexico. . 
.\rizoua («) . . . 

Utah («) 

Nevada 

Idaho 

Alaska 

Washington . . 

Oregon 

California 



12, 252 


7,531 


6, 476 


5, 864 


12, 997 


9,712 


1,480 


3, 153 


5,937 


9, 044 



38, 962 
7,470 



6,048 
6,332 



,899 



2,276 



8,324 

21 

2, .592 

8,773 

355 

150 

1,190 

130 

219 

501 

151 

315 

16 

1,126 

1,499 

3,121 



c Appro.\iaiale. 

d Greer county only. 



46 



EDUCATION. 



STATISTICS OF EKEOLLMENT IN PUBLIC AND PRIVATE INSTITUTIONS, 

EXCLUSIVE (FOR RECENT DECADES) Ol' SPECIAL CLASSES, REFORMATORY, CHARITABLE, AND INDIAN SCHOOLS. 

Tables 1, 2, 3, 4, and 5, following, are summaries from previous census reports beginning with 1840, the first 
year for which census reports were made for schools. Any attempt to compare them will be limited by the 
diiference in conditions and the use of terms at different dates and the want of reports for 1880 for any but pubUc 
common schools. The tables beginning with Table give the facts as gathered for schools under various groupings 
for the Eleventh Census, including public common schools by counties, which were not shown in the report for 1880, 
and parochial schools not separately tabulated lor the reports of previous censuses. 

At the end is a summary of the receipts and expenditures of the public schools of the country maintained 
under local authority but not including the special accounts of state universities and professional schools. This 
summary was prepared by Mr. J. K. Upton, special agent in cbarge of the work on wealth, debt, and taxation. 

I 

Table 1 STATISTICS OF SCHOOLS, CENSUS OF 1840: ENROLLMENT IN UNIVERSITIES AND COLLEGES, ACADEMIES 

AND GRAMMAR SCHOOLS, AND PRIMARY AND COMMON SCHOOLS. 



STATES AND TERRITORIES. 



The United States. 



Nort.b Atlantic division 



Maine 

New Hampshire . 

Vermont 

Massachusetts. . . 

Rhode Island 

Connecticut 

New York 

New -Jersey 

Pennsylvania 



South Atlantic division . 



Delaware 

Maryland 

District of Colunihia 

Virginia 

North Carolina 

South Carolina 

Georgia 

Florida 



North Central division. 



Ohio 

Indiana 

Illinois 

Michigan . . 
Wisconsin . 

Towa 

Missouri... 



South Central division. 



Kentucky .. 
Tennessee . - 

Alabama 

Mississippi . 
Louisiana. .. 
Arkansas . . . 



2, 025, 656 



], 413, 231 



173, 220 
89, 864 
87, 163 

177, 792 
21, 343 
71,430 

538, 367 
50, 053 

197, 993 

141,884 



7,711 
21,973 

2,404 
47, 511 
19, 493 
17, 014 
24, 061 

1,657 

366, 327 



224, 636 
.51, 457 
37, 154 
30, 344 
2,002 
1.526 
19, 209 

104, 214 



30, 966 
31, 121 
21,413 
11,243 
'i, 557 
2,914 



Universities 

and 

colleges. 

(Students.) 



6,619 



266 
433 
233 
769 
324 
832 

1,285 
443 

2,034 

3,105 



23 
813 
224 
1,097 
1.58 
168 
622 



Academies 

and grammar 

schools. 

(Scholars.) 



3,003 



1,717 
322 
311 
158 



3,506 



1,419 
492 
152 
454 



164, 159 



97, 376 



8,477 
5,799 
4, 113 

16, 746 
3, CC4 
4,805 

34, 715 
3,027 

15, 970 

34, 748 



764 
4,178 
1,389 
11,083 
4,398 
4, 320 
7,878 

732 

11,724 



4,310 

2,946 

1,967 

485 

65 

25 

1,926 

20, 311 



4,906 
5,539 
5,018 
2,553 
1,995 
300 



Primary 
and common 

schools 
(Scholars.) 



1, 845, 264 



164, 477 
83, 632 
82, 817 

160,277 
17, 355 
65, 739 

1)02, 3:7 
62, 583 

179, 989 

104, 031 



6,924 

16, 982 

851 

35, 331 

14, 937 
12, 620 

15, 561 
925 

351, 600 



218, 609 
48. 189 
34, 876 
29,701 
1,937 
1,500 
16, 788 

80, 397 



24, 611 

25, 090 
16, 243 

8, 236 
3,573 
2,614 



INSTITUTIONS. 



47 



Table 2. 



-STATISTICS OF SCHOOLS, CENSUS OF 1850: ENROLLMENT IN COLLEGES, ACADEMIES AND OTHER SCHOOLS, 

AND PUBLIC SCHOOLS. 



STATES AND TERRITORIES. 



The United States. 



North Atlantic division . 



Maine 

New Hampshire . 

Vermont 

Massachusetts . - - 

Khode Island 

Connecticut 

NewTork 

New Jersey 

Pennsylvania. . . . 



South Atlantic division . 

Delaware 

Maryland 

District of Columbia. 

Virginia 

North Carolina 

South Carolina 

Georgia 

Florida 



North Centr.il division . 

Ohio 

Indiana 

Illinois 

Michigan 

Wisconsin 

Minnesota 

Iowa 

Missouri 



South Central division. 



Kentucky .. 
Tennessee . . 
Alabama . . . 
Mississippi . 
Louisiana-.. 

Texas 

Arkansas... 



Western division . 



New Mexico - 

trtah 

Oregon 

California 



3, 642, 694 



1, 932, 086 



199,745 
81, 237 

100,785 

190,292 
24, 881 
79, 003 

727, 150 
88,244 

440, 743 

323, 415 



11, 125 
44, 92;i 

4,720 

77, 764 

112, 430 

26, 025 

43, 299 

3. 129 



502, 826 
108, 754 
130, ill 
112,382 
01, 615 
12 
30, 707 
61, 502 

317, 653 



86, 014 
114, 773 
37, 237 
26, 236 
30, 843 
11, 500 
11,050 

1,181 



40 



Colleges. 
(Students.) 



27, 159 



9,379 



282 
273 
404 

1, 043 
150 
738 

2, 673 
470 

3,286 

5, 465 



144 
992 
218 

1,343 
513 
720 

1, 535 



6,624 



3,621 

1,069 

442 

308 

75 



100 

],onn 



5,601 



1,873 
1,605 
567 
862 
469 
165 
150 



Academies 

.and other 

schools. 

(Scholars.) 



122, 786 



6,648 
5,321 
0,864 

12, 774 
1,001 
6,996 

49, 262 
9,569 

23, 751 

49, 603 



2,011 
10, 677 
2, 333 
8,983 
7,822 
7,467 
9,059 
1,251 

39, 650 



15,052 
6,185 
4,179 
1,619 
2,723 
12 
1,051 
8,829 

48,271 



12, 712 
9,517 
8,290 
6,628 
5,328 
3,380 
2,407 

1,052 



Public 

schools. 

(Scholars.) 



3, 354, 173 



192, 815 
75, 643 
93, 457 

170, 475 
23, 130 
71, 269 

67.5, 221 
78, 205 

413, 706 

208, 347 



8,970 
33, 254 

2,169 
67, 438 
104, 095 
17,838 
32, 705 

1,878 

1, 022, 085 



484, 153 
161, 500- 
125, 790 
110,455 
58, 817 



29, 616 
51,7.54 



263,691 



71,429 

103, 651 

28, 380 

18, 746 

25, 046 

7,946 

8,493 

129 



922 
219 



842 
170 



80 
49 



48 



EDUCATION. 



Table 3.— STATISTICS OF SCHOOLS, CENSUS OF 1860; ENROLLMENT IX COLLEGES. ACADEMIES AND OTHER SCHOOLS, 

AND PUBLIC SCHOOLS. 



STATKS AXll 'I'KKRnoKIES. 



Tlio rnited States. 



North Atlautic ilivi.sion . 



Maine 

New Hampshire . 
Vermont. 

Massachusetts - . . 

Rhode Lsland 

Connecticut 

New York 

New .Jersey 

Penn.sylvania ... 



South Atlantic division . 



Delaware 

Maryland 

District of Columbia- 
Virginia 

North Carolina 

South Carolina 

Georgia 

Florida 



North Central division . 

Ohio 

Indiana 

Illinois 

Michigan 

"Wisconsin 

Minnesota 

Iowa 

Missouri 

Nebraska 

Kansas 



South Central division . 

Kentucky 

Tennessee 

.fU.abama 



Mississippi . 
Louisiana — 

Texas 

Arkansas . . . 



Western division - 

New Mexico . . 

Utah 

"Washington . . 

(Oregon 

California 



, 477, 037 



2, 22;i, 459 

195, 327 
82, 373 
88, 928 
222, 708 
28, 909 
92, 182 
786, 818 
123,987 
B02, 227 

391, 504 



13, 783 

41,589 

7,568 

101, 471 

119, 734 

30, 377 

70, 464 

fi, 518 



651, 661 

318, 520 

449, 124 

212, 705 

209, 998 

33, 054 

171, 770 

200, 289 

3,133 

5,912 

559, 665 

176, 240 
157, 534 
74, 649 
39, 800 
44, 617 
42,943 
23, 882 

46,243 

597 

3. 695 

1.038 

10, 259 

28, 654 



College.^, 
(Students 



56, 120 



Academies 

and other 

schools. 

' Scholars.) 



10, 779 

337 
390 
173 

1.733 
212 
903 

2,970 

3, 286 

10, 291 

90 
628 
523 
2,824 
1,540 
1.384 
3,302 



31, 345 



12, 564 

2.485 
2,932 
2,120 

856 
1, 530 
3,416 

225 

1,141 



447 
524 



465, 023 
186, 540 

S, 273 
11.444 

7,851 
14,001 

3, 127 

8,749 
86, 565 
12, 892 



61, 632 



1,957 
4, 745 
4,719 
13, 204 
13, 169 
8,277 
11. 075 
4.486 

137, 736 



54, 035 
32. 971 
13, 205 

9,683 
10, 031 

1,605 

4,949 

20, 14.3 

55 

1,059 

73, 747 



Public 

.schools. 

(Scholars.) 



4. 955, 894 



:. 026, 140 

1X6,717 
70, 539 
80, 904 
206, 974 
25, 570 
82, 530 
697, 283 
110,320 
565, 303 

319, 581 



17, 597 
15, 793 
10, 778 
7, 974 
11,274 
5,916 
4,415 

5,368 

192 

210 

159 

1,654 

3, 153 



11,736 
36, 216 
2,326 
85, 443 
105, 025 
20, 716 
56, 087 

2, 032 

2, 097, 085 

590, 54S 
293, 089 
433, 018 
201, 391 
198, 676 
31, 083 
165, 588 
175, 855 

3, 078 
4.758 

473, 354 



156, 158 
1.38,809 
61,751 
30, 970 
31, 813 
34, 611 
19, 242 

39, 734 

235 
5,485 

879 

8.158 

34, 977 



INSTITUTIONS. 



49 



I'able 4.— STATLSTICVS OF SCHOOLS, CENSUS OF 1870: ENROLLMENT OK STUDENTS AND PUPILS NOT PUBLIC AND 

PUBLIC. 



::TATE.S AND TERUITORI liS. 



ALL CLASSES. 



Tbe United States . 



Xortli Athmtic <livision 



Maine- 

New HampHliire. . - 

Vermont 

MassLicluisetts 

Rhode Island 

Connecticut 

New York 

New Jersey 

Pennsylvania 



South Atlantic division. . 

Delaware 

Maryland 

District of Columbia. 

Virginiii 

West Virgin ia 

Nortli Carolina 

Soutli Carolina 

Georgia 

Florida 



Nortli Central division 

Ohio 

Indiana 

Illinois 

Micliigan 

"Wisconsin 

Minnesota 

Iowa 

Missouri 

Dakota 

Nebraska 

Kansas 



Sitntii Central division . 

Kentucky 

Tennessee 

Alabama 

Mississippi 

Louisiana 

Texas 

Arkansas 



Western division . 



Montana 

Wyoming . . . 

Colorado 

New Mexico - 

Arizona 

Utah 

Nevada 

Idaho 

Washington . 

Oregon 

California 



Total. 



7, 210, 420 



2. 494. 694 

162, 636 

64, 677 

G2, 913 

269, 337 

32, 596 

98, 621 

fi62, 251 

129, 800 

811, 863 

49o, 710 

10, 575 
107, 637 
19, 503 
60, 019 
104, 949 
64, 958 
38, 249 
66, 150 
14, 670 

3, 407, 696 



Male. 



Female. 



3, 622, 478 



1, 213, 264 



3, 587, 942 



790, 795 


461, 477 


767, 775 


266, 627 


344, 014 


107, 266 


217, 654 


370, 337 


1, 255 


17, 614 


59, 882 


655, 060 


245, 139 
125. 831 



75, 866 
43, 451 
60, 171 
23, 076 
81. 526 

157, 260 



1,745 

305 

5,033 

1,798 

132 

21, 067 

2,373 

1,208 

5, 499 

32, 593 

85, 507 



77, 992 
■ 33, 123 

31,295 
134, 777 

15, 491 

51, 307 
373, 505 

67, 751 
428, 023 

251. 028 



9,093 
56, 053 
10, 142 
30, 878 
55, 238 
32, 664 
17, 397 
32, 775 

8,788 



419, 591 

237, 664 

389, 955 

. 128, 919 

176, 541 

55, 166 

105, 665 

186, 641 

694 

9,492 

30, 493 

335, 766 



125, 734 
65, 979 
37, 323 
22, 793 
29, 854 
12, 244 
41, 939 

81, 569 



1,027 

190 

2,755 

1,014 

72 

9,844 

1, 279 

602 

2,816 

16, 753 

45, 217 



1, 281, 430 



84, 644 
31, 554 
31,018 

134, 560 
17, 105 
47, 314 

488, 746 
62, 049 

383. 840 

244, 682 



NOT PUBLIC. 



10, 482 
51, 584 
9,361 
29, 141 
49, 711 

32, 294 
20, 852 

33, 375 
7,882 



1,740,851 1,666,845 



371, 
226, 
377, 
137, 
167, 
52, 
111, 
183, 



204 
813 
820 I 
678 
473 
100 
989 
696 
561 
8,122 
29, 389 

319,294 i 



119,405 
59, 852 

38, 643 
20, 658 
30, 317 
10,832 

39, 587 

75, 691 



718 

115 

2,278 

784 

60 

11, 223 

1, 094 
606 

2, 683* 
15, 840 
40. 290 



Classical, professional, ami 
tecbuical. 



Total. 



255, 672 



90, 445 



5, 691 
3,344 
4,196 
7,942 
1,198 
1,341 
rt43, 957 
1,571 
21, 205 

37, 092 



859 
66, 816 
1,814 
6,861 
1,672 
6,712 
2,120 
9,658 
^80 

71, 668 



21, 093 
8,337 

11,755 
5,480 
3,600 
793 
0, 453 

12, 820 



149, 292 



55, 784 



3,208 

1.S08 

2,252 

5,264 

984 

1,203 

a25, 385 

1, 359 

14. 321 

22, 213 



156 

1,181 



49, 335 



15, 542 
19, 669 
4,218 
1,461 
0,192 
800 
2,453 



120 
486 



120 



260 
1,745 
4,351 



a Includes 229 pupils in Military Academy at "West Point. , 
ED 4 



480 

64, 969 

1,488 

4,423 

794 
3, 659 
1,326 
4,756 

318 

40, 753 



12, 696 
4,936 
7,255 
2,327 
2, 312 
565 
3,421 
6,594 



77 
570 

25, 9v0 



8,706 
10, 188 
1,799 
534 
2,864 
554 
1,255 

4,642 



251 
70 



169 
1,002 
3,140 



Female. 



106, 380 



34, 661 



2,483 

1,536 

1,944 

2, 673 

214 

138 

IS, 572 

212 

6,884 

14, 879 



379 
1,847 

326 
2,438 

878 
3,053 

794 
4,902 

262 

30, 915 



8,397 
3,401 
4,500 
3,153 
1,288 
228 
3,032 
6,226 



23, 435 



6,836 
9,481 
2,419 

927 
2. 328 

246 
1,198 

2,490 



120 
235 



91 

743 
1,211 



Total. 



726, 688 



237, 145 



4,180 

1,925 

6,650 

19, 250 

4,148 

8,831 

99, 113 

48,124 

44,924 

142, 626 



1,881 
17, 595 

6,507 
44, 458 

1,784 
16, 3S4 

4,767 
45, 342 

3,958 

176, 851 



32, 009 

10, 064 

78, 397 

6,319 

3,406 

3,065 

5,278 

37, 204 

32 

406 

671 

139, 375 



11, 357 
23, 192 

4,385 
41, 990 
29, 147 
22, 276 

7,028 

30, 691 



151 

130 

396 

1,124 

132 

20, 947 

517 

160 

479 

1.026 

5,629 



Otber. 



Male. 



353, 134 



111,987 



1,391 

1,040 

3,171 

7,941 

1,771 

4,548 

45, 747 

26, 629 

19, 749 

69, 487 



919 

8,157 

3,144 

22, 180 

857 

7,726 

2,389 

22, 319 

1,796 

85, 909 



17, 873 

4,539 

39, 255 

2, 638 

1,279 

1,430 

1,936 

16, 465 

15 

188 

291 

71, 876 



5,226 
12, 191 

2, 034 
22, 259 
. 14, 895 
11, 690 

3,581 [ 



Female. 



13, 875 16, 816 



52 

90 

203 

879 

72 

9,774 

214 

75 

191 

220 

2,305 



373, 554 



125, 158 



3, 479 
11, 309 
2,377 
4,283 
53, 366 
21, 495 
25, 175 

73, 139 



962 
9,438 
3,363 

22, 278 
927 

8,608 
2,378 

23, 023 
2,162 

90, 942 



14, 136 

5, 525 

39, 142 

3,681 

2, 127 

1,635 

3, -342 

20, 739 

17 

218 

380 

67, 499 



6,131 
11,001 

2, 351 
19, 731 
14, 252 
10, 586 

3,447 



40 
193 

445 

80 

11, 173 

303 

85 

288 

808 

3,324 



Total. 



6, 228, 060 



2, 167, 104 



152, 765 
59, 408 
52, 0G7 

242, 145 
27, 250 
88, 449 

719, 181 
80, 105 

745, 734 

315, 992 



Male. 



3, 120, 052 



1, 045, 493 



Female. 



3, 108, 008 



16,835 
83, 228 
11, 182 
8,700 
101, 493 
41,912 
31, 362 
11, 150 
10, 132 

3, 159, 177 



73,393 i 
30,275 i 
25,872 

121,572 
12,730 
45, 556 

302, 373 
39,763 

393, 953 



1.121,611 

79, 372 
29,133 
28, 195 

120, 573 
14, 514 
42, 893 

416, 808 
40, 342 

351, 781 



159,328 , 156,664 



737, 693 
446, 076 
677, 623 
254, 828 
337, 008 
103, 408 
205, 923 
320,313 
1,223 
17, 052 
58, 030 

466, S50 



7, 694 
42,927 
5, 510 
4,275 
53, 587 
21, 279 
13,082 

'5.700 : 

4,674 
1, 814, 189 



9,141 

40, 299 

5, 672 

4, 425 
47, 906 
20, 633 
17, C80 

5, 450 
5, 458 



389, 022 
228, 189 
343, 445 
123, 984 
172, 950 

53. 171 

100, 308 

163, 582 

879 

9,227 

29, 632 



348, 671 
217, .887 
334, 178 
130,814 
164, 058 

50,237 

105, 615 

156, 731 

544 

7,825 

28, 398 



218, 240 
82, 970 
07, 263 



237, 990 i 228, 360 



25, 832 



111,802 106,438 
43,600 I 39,370 
33,390 I 33,873 



12, 095 



1,544 
175 

4,517 
188 



1,856 

1,048 

4,780 

29, 822 

75. 527 



37, 103 



63,052 



13,737 



56, 385 



965 

100 

2,552 

84 



1,065 
527 

2,456 
15, 531 
39, 772 



579 

75 

1,965 

104 



791 

521 

2,304 

14, 291 

35, 755 



b Includes 253 pupils in Naval Academy at Annapolis. 



50 ■ . EDUCATION. 

Table 5.— STATISTICS OF SCHOOLS, CENSUS OF 1880: NUMBER OF PUPILS ATTENDING PUBLIC COMMON SCHOOLS. 



STATES AND TERRITORIES. 



The United States . 



North Atlantic division . 



Maine 

New Hampshire . 

Vermont 

Massachusetts- - - 
Rhode Island — 

Connecticut 

New York 

New Jersey 

Pennsylvania 



South Atlantic di\'ision. 



Delaware 

Marj laud 

District of Columbia . 

Virginia 

West Virginia 

North Carolina ...... 

"South Carolina 

Georgia 

Florida 



North Central division 



Ohio 

Indiana- . . . 
Illinois . - . . 
Michigan .- 
Wisconsin - 
Minnesota . 

Iowa 

Missouri.. - 

Dakota 

Nebraska. . 
Kansas 



South Central di\ision. 



Kentucky . . 
Tennessee . . 

Alabama 

Mississippi . 
Louisiana- . . 

Texas 

Arkansas . - . 



"Western division . 



Montiina 

Wyoming — 

Colorado 

New Mexico. 

Arizona 

Utah 

Nevada 

Idaho 

Washington . 

Oregon 

California 



Whole num. 
ber. 



2, 949, 904 



150, 811 
64, 670 
73, 237 

316, 630 
42, 489 

118, 589 
1,027,938 

205, 240 

950, 300 

1, 239, 053 



26, 412 
149, 981 

26, 439 
220, 733 
143,796 
256, 422 
134,842 
237, 124 

43, 304 

4, 089, 585 

752, 442 
512, 201 
704, 041 
362, 459 
299, 514 
186, 544 
425, 665 
486, 002 
13, 718 
100, 871 
246, 128 

1, 374, 035 



292, 427 
291, 500 
187, 550 
237, 065 
81, 012 
176, 245 
108, 236 

299, 031 



4,667 
2, 907 

28, 252 
4,755 
4,212 

25, 792 
8,918 
5,834 

14, 780 

37, 437 
161, 477 



Total. 



9, 095, 485 



2, 927, 348 



150, 758 
64, 660 
73, 159 

316, 193 
42, 454 

118,232 
1, 022, 154 

201, 463 

938, 275 

869, 510 



24, 178 
■ 123,448 

18, 472 
152, 455 
139, 691) 
161, 262 

61, 832 
150, 501 

27, 672 

4, 030, 557 



740, 718 
.504,231 
698, 561 
360, 822 
299, 023 
186, 515 
425, 160 
461, 956 
13, 677 
100, 661 
239, 238 



263, 507 
230, 130 
111, 889 
115, 463 

46, 370 
131, 616 

81, 363 

297, 732 



4, 621 
2,901 

27, 997 
4,755 
4,212 

25, 782 
8,901 

5, 830 
14,644 
37, 430 

160, 659 



Male. 



4. 690, 093 



1, 486, 145 



73, 522 
33, 517 
37, 255 

156, 922 
21,465 
61, 586 

516, 838 
99, 961 

485. 070 

-153, 475 



Female. 



1, 441, 203 



12, 839 
63, 708 
9, 200 
78, 757 
75, 484 
87, 051 
32, 179 
SO, 615 
13, 642 

2, 085, 956 



389, 086 
266, 077 
360, 087 
180, 286 
155, 422 

93, 470 

216, 558 

240, 565 

7,016 

52, 847 
124, 542 

511, 726 



135, 928 
119, 293 
60, 660 
59, 749 
24, 316 
68, 627 
43, 153 

152, 791 



2, 386 
1, 518 

13, 926 
2, 484 
2,104 

13, 569 
4,520 
3,028 
7,210 

19, 353 

82, 687 



77, 236 
31, 143 
35, 904 
159, 271 
20, 989 
56, 646 
505,316 
101, 502 
453, 196 

406, 035 

11, 339 
59, 740 
9,272 
73, 698 
64, 206 
74, 211 
29, 653 
■ 69,886 
14, 030 



351, 627 
238, 154 
338, 474 
180, 536 
143, 601 

93, 045 

208, 602 

221, 391 

6,661 

47, 814 
114,696 

468, 612 



127, 579 
110, 837 
51, 229 
55, 714 
22, 054 
62, 989 
38, 210 

144, 941 



2,235 
1,383 

14. 071 
2, 271 
2,108 

12, 213 
4,375 
2,802 
7,434 

18, 077 

77. 972 



Total. 



22, 556 



53 

10 

78 

437 

35 

357 

5, 784 

3,777 

12, 026 

379, 543 



2,234 
26, 533 

7,967 
68, 278 

4,106 
95, 160 
73, 010 
86, 623 
15-, 632 

59, 028 



11, 729 

7,970 

5,480 

1,637 

401 

29 

505 

24, 046 

41 

210 

6,890 

393, 697 



28, 920 
61, 370 
75, 661 
121, 602 
34, 642 
44, 629 
26, 873 



46 
6 



Male. 



11, 266 



25 

4 

45 

211 

16 

164 

2,963 

1,895 

5,933 

191,119 



Female. 



11, 300 



10 
17 
4 
136 
7 
818 



1,296 
13, 521 

3,599 
34, 270 



30, 8S 
40, 416 
60, 515 
17, 574 
23, 697 
13, 426 



19 

3 

109 



2 

71 

3 

420 



28 

6 

33 

226 

19 

193 

2,821 

1.882 

0, 092 

188, 424 

938 
13,012 
4,368 
:14, 008 



2,169 


1,937 


47, 725 


47, 435 


37,460 


35, 550 


43, 301 


43, 322 


7,778 


7,854 


29, 251 


29, 777 


5, 907 


5, 822 


4,009 


3,961 


2,652 


2, 828 


850 


787 


252 


239 


14 


15 


242 


263 


11, 770 


12,276 


16 


25 


110 


100 


3,429 


3,461 


201, 151 


192, 546 


14,640 


14,280 



30, 487 
35, 245 
61, 087 
17, 068 
20, 932 
13, 447 

662 



3 
146 



8 
9 

2 

65 

4 

398 



INSTITUTIONS. 



51 



Taisi.k 6. -summary of school enrollment, CENSUS OF 1890: PUBLIC, PRIVATE, AND PAROCHIAL. BY STATES AND 

TERRITORIES 

, [As derived from the reports of schools.] 





TEACHERS. 


PUPILS. 


STATES AND TERKITOKIES. 


Aggre. 
gate. 


White, (a) - 

! 


Colored. 


Aggre- 
gate. 


White, (a) 


Colored. 


• 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 
1,416,303 


Male. 


Fe. 
male. 


TbelJnited States .-. 


422,929 


397, 715 


137, 650 


260, 059 


25, 214 


14,354 


10, 860 


^4, 373, 670 


12,957,468 


6,612,648 


6, 344, 820 


683,407 


732,793 


North Atlantic divisiou. . ; . 


109, 793 


1C9, 645 

6,555 
3,550 
4,796 

13,351 
1,768 
4,307 

39, 575 
6,318 

29,425 

37, 214 


26, 642 


83, 003 


148 


32 


116 


3, 632, 274 


3, 601, 398 


1,813,323 


1,738,175 


30, 876 


15,024 


15,852 




G, 555 
3.550 
4,796 

13, 358 
1,768 
4,307 

39, 609 
6,373 

29, 477 
I 

47, 930 


1,626 
494 
671 

2, 222 
285 
861 

8,707 

1,388 
10,388 

17, 468 


4,929 
3,056 
4,125 

11,129 
1,483 
3,446 

30, 868 
4,930 

19. 037 

19,746 






151,491 
72.035 
75, 032 
440, 436 
64, 327 
151, 624 
1,246,254 
286,419 
1, 144, 756 

1, 954, 407 


151, 372 

71, 996 

74, 923 

437, 766 

63, 975 

150, 054 

1, 239, 227 

273, 947 

1, 138, 138 

1,333,395 


74, 261 

37, 367 

38, 355 
218, 343 

32, 084 

75, 283 
622,878 
135,254 
579,498 

690, 636 


77. Ill 
34, 629 
36,568 
219, 523 
31, 891 
74, 771 
616,349 
138, 693 
5.58, 640 

642, 759 


119 
39 

109 
3,670 

352 
1,570 
7,027 
12,472 
6, 618 

621,012 


65 

24 

47 

1,306 

118 

750 

3,526 

6,970 

3,218 

295, 551 


54 

15 

62 

1,364 


Kew Hampshire 
















7 




7 


Eliode Island 


Connecticut 








820 
3,5(11 
6, .502 
3,400 

32.5,461 


New Xork 


34 
55 
52 

10, 716 


3 
13 
16 

5,716 


31 
42 
36 

5,000 




Pennsylvania 

Soutli Atlantic division . .. 




814 
5.361 
1.314 
8,879 
5,813 
8,551 
5,082 
9, 272 
2, 844 

187, 617 


716 
4,848 
1,041 
6,827 
5,630 
6, 042 
3,330 
6,631 
2,149 

186, 676 


217 
1,571 

349 
2,719 
3,499 
3,344 
1,378 
3,477 

914 

63, 044 


499 
3,277 

692 
4,108 
2, 131 
2,698 
1,952 
3,154 
1,235 

123, 632 

16, 013 

7,301 

18, 251 

13, 196 

10, 639 

7,418 

21,842 

8,591 

1,466 

3,255 

7,962 

7,698 

21,416 


98 

513 

273 

2,052 

183, 

2, 509 

1,752 

2,641 

695 

941 


36 

218 

46 

960 

105 

1,501 

1,088 

1,358 

404 

400 


02 

295 

227 

1,092 

78 

1,008 

664 

1,283 

291 

541 


34, 434 
213, 548 

45, 575 
364, 948 
199,706 
372, 646 
233, 688 
400, 835 

98,027 

5, 618, 594 


29,715 
175, 123 

31, 240 
237, 689 
192, 912 
246, 349 
103, 132 
257, 228 

60, 007 

5,557,216 


14, 703 
90,759 

15, 544 
123, 526 
101, 326 
127, 883 

53, 323 

133, 973 

30, 600 

3, 857, 380 


15, 012 
84, 364 
15, 696 

114, 163 
91, 586 

118, 466 
49, 810 

124,255 
29,407 

2, 699, 866 


4,719 

37,425 

14,335 

127, 239 

6,794 

126, 297 

. 122,556 

143, 607 

38, 030 

61, 348 


2,374 
18,600 

6,436 
59,423 

3, 255 
59, 680 
58, 785 
68,547 
18, 451 

30, 029 


2,345 
18,825 

7,899 
67, 836 

3,53fl 
66,617 
63, 771 
75, 060 
19, 569 

31, 319 




District of Columbia. .. 


West Virginia 

North Carolina 

South Carolina 




North Ceutral division 


Ohio 


38,42.1 
14,847 
36, 969 
17,502 
13, 864 
10, 341 
28, 068 
16, 476 
2,103 
4,692 
11,183 
13, 149 

59, 185 


28, 383 

14, 798 
26, 931 
17, 502 
13, 804 
10, 339 
28, 068 

15, 752 
2,102 
4,692 

11, 183 
13, 062 

45, 777 


12, 370 
7,497 
8,680 
4,306 
3, 225 
2,921 
6,226 
7,161 
636 
1, 437 
3,221 
5, 364 

24, 361 


41 
49 
38 


16 
31 
18 


35 
28 
20 


903, 118 
554, 685 
895, 151 
482, 492 
428, 694 
326, 420 
538, 576 
687,756 
38, 311 
82, 919 
257,436 
423, 036 

2, 576, OH 


899, 018 
550, 234 
889, 449 
480, 743 
428,611 
320, 227 
537,290 
654, 587 
38, 309 
82,914 
256,683 
413, 181 

1, 876, 173 


467,384 
383, 571 
456, 105 
245,271 
218,440 
168, 181 
274, 714 
334, 968 
20,091 


431, 634 
266, 663 
433,344 
235, 472 
210, 171 
158, 046 
362, 576 
319,619 
18, 218 


4,100 

4,451 

5, 702 

1, 749 

83 

193 

1,286 

33, 169 

2 

5 

753 

9,855 

699, 839 


2, 035 

2,039 

2,819 

939 

45 


3,065 
2,412 
2,88;! 






Michigan 


Wisconsin 












2 




2 


100 i 93 
636 1 '•50 


Iowa 




724 


307 


417 


16, 324 
1 

345 
4, 756 

341, 201 


16,845 




South Dakota 


















132 3''7 ' '^-1 ^^f* 


408 
5, 099 

358, 638 




87 
13,408 


38 
8,206 


■19 
5, 202 


212, 811 
950, 108 


200, 370 
926, 064 


South Ceutral divisiou 




10, 702 

10, 415 

7,425 

8,467 

4,137 

12. 453 

45 

b. 541 

18, 404 


9,422 
8,497 
5,166 
5,206 
3,307 
9,881 
45 
4,250 

18, 403 


4,520 
5,068 
3,036 
2,183 
1,139 
5,530 
27 
2,858 

6,141 

136 

83 
825 
362 

99 
420 

50 
187 

44 

753 

1.276 

1,900 


4,903 
3,429 
2,130 
3,033 
2,168 
4,354 
18 
1,392 

12, 262 

457 

260 

1,965 

31] 

581 
230 
235 
33 
1,091 
1 018 1 


1,280 
1,918 
2,259 
3,361 
830 
2,569 


613 

1,123 
1,481 
1, 912 
539 
1,694 


667 
795 
778 
1, 349 
291 
875 


452,285 
.514, 051 
335, 782 
361, 977 
157, 420 
5Vi, 039 
1,782 
239,675 

592, 384 


395,738 
407, 677 
312, 893 
175, 564 
102, 761 
401,742 
1,781 
178, 026 

589, 257 


204, 542 
211,256 
108, 053 
89,243 
52, 705 
190, 077 
896 
93, 336 

301, 301 


191, 196 

196, 421 

104,840 

86, 311 

50, 056 

211, 665 

885 

84,690 

287, 956 


56,547 
106,374 
122, 889 
186,423 

54, 659 

111, 297 

1 

61,649 

3,127 


27,353 
52,729 
59, 386 
91,446 
27, 359 
31, 482 

31,446 

1, 602 


29,194 
53,645 
63, 503 
94, 977 
27, 300 
59, 815 










Texas 


Arkansas 

Western division 


1,291 

1 


844 


447 

1 


30, 203 
1,.525 


Montana 


593 

343 

2,790 

673 

271 

1,001 

380 

422 

77 

1.844 

2, 894 

7,210 


593 

^43 

2,790 

673 

271 

1,001 

280 

422 

77 

1,844 

2,894 

7,215 

_[ 








18. 683 

8,307 
73, 733 
23, 620 

9,019 
47, 730 

7,980 
15, 415 

1,777 

60, 194 

69. 605 

256, 328 


18, 587 
8,294 

73, 228 

23, 427 
9,018 

47,713 
7,980 

15,415 
185 

60, 162 

69, 588 
255, 660 


9,387 

4,156 

37, 169 

14,440 

4,685 

24, 819 . 

3,874 

7,410 

94 

30, Oil 

35, 347 

129,909 


9,200 
4,138 

36. 059 
8,987 
4, 333 

22, 894 

4,106 

8,005 

91 

30, 151 

34, 241 
125, 751 


96 

13 

508 

193 

1 
7 


53 4:; 












Colorado 









247 

98 

1 

4 


201 






















Utah 
















1 












Alaska 






61, 592 

32 

17 

668 


845 ! 747 


Washington 






17 

6 

325 


■ 15 


Oregon 




1 


11 




5 309 






1 ' 













a Includes uu separated culured. 



b Native. 



52 EDUCATION. 

Table 7.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY STATES AND TERBITOEIES. 



STATES AND TERRLTORIES. 



The United States. 
North Atlantic division . 

Maine 

New Hampshire 

Vermont 

Massachusetts 

Ehode Island 

Connecticut 

New York 

New Jersey 

Pennsylvania 



South Atlantic division. . 

Delaware 

Maryland 

District of Colambia. 

Virginia 

"West Virginia 

North Carolina 

South Carolina 

Georgia 

Florida 



North Central division 

Ohio 

Indiana 

Illinois 

Michigan 

Wisconsin 

Minnesota 

Iowa 

Missouri 

North Dakota 

South Dakota 

Nebraska 

Kansas 



Kentucky 

Tennessee — 

Alabama 

Mississippi ... 

Louisiana 

Texas 

Oklahoma (&) . 
Arkansas 



"Western division. 

Montana 

Wyoming 

Colorado 

New Mexico . . 

Arizona 

Utah 

Nevada 

Idaho 

Alaska 

Washington . . 

Oregon 

California 



South Central division 50,003 



Asgre- 
gate. 



White, (a) 



Total. Male. ;I"emale. 



;i37, 896 



89, 260 



6,080 
3,104 
4,400 

10, 324 
1,378 
3, 226 

31,703 
4,465 

24, 5S0 



89, 127 

6,080 
3,104 
4,400 

10, 317 
1,378 
3,226 

31, 669 
4,410 

24, 543 



', 552 29, 439 



701 
3,826 

745 
7, 523 
5,491 
6,865 
4,321 
7,503 
2,577 

108, 315 



25, 156 

13, 2S5 

23, 321 

15, 990 

12, 037 

8,947 

26, 567 

13, 795 

1,982 

4,420 

10, 555 

12, 260 



9,041 
8,376 
6,291 
7,490 
2,678 
11,094 
17 
5,016 

14, 878 



531 

306 

2,376 

472 

240 

680 

251 

389 

23 

1,610 

2,566 

5, 434 



605 
3,346 

495 
5,550 
5,313 
4,541 
2,677 
5,005 
1,907 



37, 051 



7,791 
6,549 
4,156 
4,269 
1,922 
8,577 
17 
3,770 

14, 878 



111,246 ,226,650 



18, 434 


70, 693 


1,412 


4,668 


296 


2,808 


528 


3,872 


1,017 


9,300 


174 


1,204 


460 


2,766 


5,355 


26, 314 


809 


3,601 


8,383 


16, 160 



14,012 I 15,427 



187 

858 

00 

2,189 

3,380 

2,682 

1,102 

2,710 

844 

53, 320 



531 

306 

2,376 

472 

240 

680 

251 

389 

23 

1,610 

2,566 

5,434 



10, 833 
6,706 
6,875 
3,561 
2,388 
2,114 
5,460 
5.816 
560 
1,294 
2, 861 
4,852 

20, 805 



3,938 
4,090 
2,586 
1,812 
718 
5, 026 
15 
2,620 

4,675 



418 
2,488 

435 
3,361 
1,933 
1,859 
1,575 
2,295 
1,063 

114, 081 



14, 294 
6,530 

16, 413 

12, 429 
9,649 
6,831 

21, 107 
7,263 
1,422 
3,126 
7,694 
7,323 

16, 246 



114 

59 

622 

310 

93 

317 

41 

181 

9 

656 

1,111 

1, 162 



3,853 
2,459 
1,570 
2,457 
1,204 
3,551 
2 
1,150 

10, 203 



10, 113 



417 

247 

1,754 

162 

147 

363 

210 

208 

14 

954 

1,455 

4,272 



Colored. 



Total. Male. Female 



480 

250 
1,973 

178 
2,324 
1,644 
2,498 

670 

914 



12, 953 



1,250 
1,827 
2,135 
3,221 
756 
2,517 



1,246 



3 
13 
11 

5,446 



36 

207 

33 

930 

103 

1,410 

1,044 

1,290 

394 

384 

8 
21 
16 



7,993 



594 
1,075 
1,423 
1,895 

513 
1,676 



817 



106 



31 
42 
26 

4,667 

60 

273 

218 

1,043 

75 

914 

600 

1,208 

276 



4,S 



656 

752 
712 
1,326 
243 
841 



Aggre- 
gate. 



12, 705, 386 



3, 103, 266 



139, 679 

59, 813 

65, 608 

371, 492 

52, 7T4 

128, 505 

1, 042, 160 

234,072 

1, Oil, 163 

1,751,225 



31, 434 
184, 251 

36, 906 
342, 269 
193, 293 
325, 801 
203, 461 
342, 562 

91, 188 

;, 008, 577 



White, (a) 



Total. 



3,073,911 



139, 569 

59, 782 

65, 500 

368, 899 

52, 549 

124, 949 

1, 035, 380 

221, 634 

1, 005, 649 

1, 168, 557 



797, 439 
505, 516 
778, 319 
427, 032 
351,723 
281, 859 
493, 267 
620, 314 
35, 543 
77, 943 
240, 300 
399, 322 



408, 966 
455, 732 
302, 949 
334, 168 
124, 373 
476, 421 
579 
223, 071 

516, 060 



16, 980 
7,875 

65, 490 

18,215 
7,089 

36, 372 
7,387 

14,311 
899 

55, 432 

63, 354 
221, 75(i 



26, 778 
148^224 

23, 574 
220, 310 
186, 735 

208, 844 
90, 051 

209, 330 
54, 811 

4, 948, 956 



793, 754 
501, 433 
772, 860 
425,325 
351, 659 
281, 676 
491,997 
587, 510 
36, 543 
77, 910 
239, 556 
389, 703 

1, 652, 994 



354, 250 
354, 130 
186, 794 
150, 968 
74, 988 
367, 682 
579 
163, 603 

514, 097 



16,889 
7,862 

65, 009 

18,215 
7,989 

36, 369 
7,387 

14, 311 

ir2 

55, 405 



Male. Female. 



1, 548, 043 



68, 691 

30, 865 
33, 630 
187, 478 
26, 382 
62, 208 
519, 297 
108, 222 
511, 270 



1, 525, 808 



70, 878 

28, 917 

31,870 

181, 421 

26, 167 

62, 741 

516, 083 

H3, 412 

494, 379 



Colored. 



Total. 



1, 346, 871 



606, 558 I 561, 999 



I 
2,539,703 2,409,258 



13,228 I 
76,288 
11, 458 

114, 762 
98, 346 

108, 633 
46, 761 

108,792 
28, 390 



13, 550 
71, 936 
12,116 

105, 448 
88, 489 

100, 211 
43, 290 

100,538 
26, 421 



411, 
257, 
394, 
216, 
179, 
145, 
251, 
300, 
18, 

123, 
200, 



382, 
243, 
378, 
208, 
172, 
136, 
240 
287 
16, 
36, 
115, 
189, 



838, 050 814, 944 



183, 145 

183, 523 

95, 224 

77, 610 

38,619 

173, 829 

273 

85,827 

265, 274 



171, 105 
170, 607 
91, 570 
73, 358 
36, 369 
193,853 
306 
77, 776 

248, 823 



27, 
31 
107 



,280 
:, 860 
,794 
1,377 
,669 
,514 
:,667 
,368 
81 
785 
031 
397 



29, 355 



110 

31 
108 
2,593 
225 
1,556 
6,780 
12, 438 
5,514 



Male. Female. 



051, 286 695, 385 



14, 147 ■ 15, 208 



58 

18 

47 

1,257 

101 

738 

3,405 

5,945 

2,578 



52 

13 

61 

1,336 

124 

818 

3,375 

6,493 

2,936 



,668 i 277, 937 304,731 



4,656 
36, 027 
13,332 
122, 059 
6,558 
117, 017 
113,410 
133,332 
36, 377 

59, 621 



3, 685 

4,083 

5,459 

1,707 

64 

183 

1,270 

32, 804 



3 

744 

9, 619 



54,710 
101, 602 
116, 155 

183, 200 
49, 384 
108, 739 



2,348 
17, 932 

5,853 
57, Oil 

3,144 
55, 523 
54, 279 
64, 187 
17, 660 

29, 167 



1,805 
1,901 



35 

93 

624 

16, 168 



2,308 
IS, 095 

7,479 
65, 048 

3,414 
61,494 
59, 131 
69,045 
18, 717 

30, 454 



1,880 

2,182 

2,767 

809 

29 

90 

646 

16, 636 



340 
4,611 



3 

404 

5,008 



329, 041 344, 223 



26, 528 28, 188 



59, 408 



91 

13 

481 



50, 493 
56, 343 
89, 857 
24, 999 
50, 476 



•51,109 
59, 812 
93, 343 
24, 385 
58,263 



30, 345 



48 



235 



c737 
27 
15 
596 



385 

14 

4 

301 



29, 123 



43 

7 

246 



352 
13 

11 
295 



a Includes unseparated colored. 



b Greer county only (claimed liy Texas). 



■ Native. 



INSTITUTIONS. 



5y 



Taislk S — SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON' SCHOOLS, BY COUNTIES. 

ALABAi^IA. 

1880. Population 1, 262, 505. Eurolletl in public common scliools 187, 5.'30 

1890. Population 1, 513, 017. Enrolled in public common schools .S02, 949 

Gain of population 19.84 per cent. Gain of enrollment in public common scliools 61.53 per cent. 

PUBLIC COMMON SCHOOLS OF ALABAMA FOR THE YEAR ENDED SEPTEMBER 30. 1890. 



Autauna . 
Baldwin. . 
Barbour. - 

Bibb 

Blount - . . 



BiiUocU - . . 
Butler 

Calhoun . . 
Chambers . 
Cherokee.. 



Chilton... 
Choctaw . 
Clarke.... 

Clay 

Cleburne - 



Coflee 

Colbert... - 
Conecuh... 

Coosa 

Coviugton. 



Crenshaw 
Cullman . . 

Bale 

Dallas .... 
Dekalb . . - 



Elmore — 
Escambia. 
Etowah .- 
Fayetie ... 
Franklin . . 



Geneva. . 
Greene . . 
Hale .... 
Benry. . . 
Jackson . 



Jefifersou . . . 

I^anuir 

Lauderdale. 
Lawrence . - 
Lee 



Limestone- 
Lowndes .. 

Macon 

Madison — 
Marcniio . . 



Marion 

Marshall 

Mobile 

Monroe 

Montgomery 



Morgan . . . 

Perry 

Pickens . . . 

Pike 

Randolph 



Kuasell.. 
St. Clair . 
Shelby .. 
Sumter . . 
Talladegj 



Tallapoosa - - 
Tuscaloosa . - 

Walker 

Washington. 

Wilcox 

Winston 









rSACHERS. 










I'VPILS. 








Aggre- 
gate. 

6,291 




White. 






Colored. 






1 


White. 




Colored. 


Total. 
4,156 


Male, 
i 2, 586 


Fe- 
male. 


Total. 
2,135 


Male. 
1,423 


Fe- 
male. 

712 


Aggre- 
gate. 

302, 949 


Total. 


Male. 
95, 224 


Fe- 
male. 


Total. 
116,155 


Male. 
56, 343 


Fe- 
male. 


1,570 
12 


186, 794 


91, 570 


59, 812 


52 


25 


I 13 


27 


33 


4 


2,432 


888 


447 


441 


1,544 


744 


800 


60 


25 


i 6 


19 


35 


29 


6 


1, 259 


672 


345 


327 


587 


286 


301 


111 


57 


26 


31 


54 


38 


, 16 


7,001 


2,791 


1,431 


1,300 


4,210 


2,054 


2.156 


66 


50 


27 


23 


16 


14 


2 


3,027 


2,230 


1,144 


1,086 


797 


389 


408 


108 


100 


J 86 


14 


8 


6 


2 


5,404 


5, 170 


2,651 


2.519 


234 


114 


120 


73 


31 


20 


11 


42 


30 


12 


5,640 


1, 293 


663 


630 


4,347 


2.120 


2,227 


96 


57 


36 


21 


39 


34 


5 


4,647 


2,254 


1.156 


1.098 


2,393 


1,167 


1, 226 


85 


61 


i 39 


22 


24 


13 


11 


3,851 


2,824 


1,448 


1,376 


1, 027 


501 


526 


111 


73 


29 


44 


38 


30 


8 


6,537 


3,341 


1,713 


1,628 


3,196 


1,559 


1,637 


97 


79 


42 


37 


18 


13 





4,937 


4. 340 


2,226 


2, 114 


597 


291 


306 


66 


50 


35 


15 


16 


11 


5 


2,848 


2, 325 


1,192 


1,133 


523 


255 


268 


54 


33 


18 


15 


21 


18 


3 


3.314 


1,412 


724 


688 


1,902 


928 


974 


83 


43 


17 


26 


40 


33 


7 


4,051 


3, 859 


1,979 


1,880 


192 


94 


98 


90 


78 


64 


14 


12 


7 


5 


4,818 


4,254 


1 2.181 


2, 073 


564 


275 


289 


64 


56 


44 


12 


8 


' 


1 


3, 834 


3,600 


1 1, 846 


1,754 


234 


114 


120 


68 


54 


42 


12 


14 


10 


4 


3.130 


2,584 


1,325 


1,259 


546 


266 


280 


89 


60 


31 


29 


39 


18 


11 


3, 789 


2, 557 


1,315 


1,242 


1, 232 


606 


636 


71 


46 


27 


19 


25 


•20 


D 


3,051 


1,571 


806 


765 


1,480 


722 


758 


118 


82 


.56 


26 


36 


23 


14 


4,563 


2,908 


1,491 


1,417 


1,655 


807 


848 


49 


46 


' 33 


13 


3 


3 




2,330 


2,165 


1,110 


1,055 


165 


80 


85 


93 


69 


51 


18 


24 


19 


5 


4,743 


3,647 


1,870 


1,777 


1.096 


535 


561 


81 


79 


69 


10 




1 


1 


3,595 


3, 589 


1,840 


1,749 


6 


3 


3 


83 


65 


56 


9 


18 


16 


2 


4,417 


3, 552 


1,821 


1,731 


865 


422 


443 


104 


22 


9 


13 


82 


46 


36 


5,571 


1,241 


636 


605 


4,330 


2,112 


2,218 


105 


102 


75 


27 


3 


3 




6,873 


6.797 


. 3, 486 


3,311 


76 


37 


39 


93 


54 


.30 


24 


39 


32 


7 


4,398 


2.192 


1,124 


1,068 


2.206 


1,076 


1,130 


4S 


39 


22 


17 


9 


6 


3 


1,918 


1,462 


750 


712 


456 


222 


234 


96 


81 


53 


28 


15 


11 


4 


5,045 


4,406 


2,221 


2,185 


639 


303 


336 


76 


66 


56 


10 


10 


9. 


1 


3,451 


2,929 


1.502 


1,427 


522 


255 


267 


74 


65 


50 


lb 


9 


8 


1 


3,132 


2,857 


1,465 


1.392 


275 


134 


141 


73 


67 


55 


12 


6 


5 


1 


2,076 


1,840 


944 


896 


236 


115 


121 


64 


19 


7 


12 


45 


28 


17 


3,378 


462 


237 


225 


2,916 


1,422 


1,494 


71 


22 


10 


12 


49 


26 


23 


5,353 1 


905 


464 


441 


4,348 


2, 121 


2, 227 


117 


85 


57 


28 


32 


24 


8 


6, 187 ; 


4, 083 


3,094 


1,989 


3, 104 


1,026 


1,078 


146 


1.30 


82 


48 


16 


12 


4 


6, 068 


5. 237 


3,086 


2,551 


831 


405 


426 


231 


172 


105 


67 


59 , 


30 


29 


13, 661 


9.760 


4,918 


4,842 


.3,901 


1,854 


2, 047 


87 


69 


51 


IS 


1* 


10 


8 


3,550 


2,879 


1,476 


1,403 


671 


327 


344 


83, 


63 


33 


30 


20 


8 


12 


5, 296 


3,594 


1,843 


1,751 


1,702 


830 


872 


102 


71 


47 


24 


31 


23 


9 


3,786 


i,902 


975 


927 


1.884 


919 


965 


111 


56 


19 


37 


55 


42 


13 


4,869 


3,089 


1,584 


1,505 


1,780 


868 


912 


101 


63 


32 


31 


38 


37 


11 


4,793 


2,658 


1,363 


1.235 


2. 135 i 


1,041 


1,094 


102 


24 





19 


78 


54 


24 


3,906 


609 


312 


297 


3.297 1 


1, 61)8 


1,689 


71 


26 


8 


18 


45 


26 


19 


3, 625 


682 


350 


332 


2,943 1 


1,-rou 


1,483 


140 


77 


38 


49 


63 


37 


26 


5,606 


2,977 


1,527 


1,450 


2,629 


1.2S2 


1,347 


100 


45 


14 


31 


55 


46 


9 


4,108 


1,328 


681 


647 1 


2, 780 


1.356 


1,424 


86 


81 


73 


8 


5 


4 


1 


3, 812 


3,638 


1,866 


1.772 


174 . 


85 


S3 


92 


84 


70 


14 


8 


7 


1 


5,717 


.5, 343 


3, 740 


2,603 


374 I 


182 


192 


179 


112 


24 


88 


67 


21 


46 


6,166 


3,810 


1.524 


2, 286 


2, 356 1 


885 


1,471 


122 


10 


55 


20 


47 


38 


9 


4,306 


1,804 


925 


879 


2,502 


1,220 


1,282 


117 1 


34 


14 


20 


S3 


46 


37 


7,180 


2,014 


1,033 


981 


5,166 


,2, 520 


3,646 


108 


81 


56 


25 


27 


17 


10 


4,987 


3,689 


1,883 


1,806 


1,298 


617 


681 


91 


37 


13 


24 


54 


26 


28 


4,603 


1,326 


68" 


646 


3, 277 


1,599 


1,678 


92 


55 


25 


30 


37 


22 


35 


3,816 


1,919 


984 


935 


1,897 1 


925 


972 


91 


67 


41 


26 


24 


15 


9 


4,199 


2,785 


1,429 


1,356 


1,414 1 


692 


722 


101 


75 


59 


16 


26 


18 


8 


5,313 


3,963 


2,035 


1,933 


1,345 


656 


689 


114 


45 


2-7 


23 


69 


56 


13 


5,143 


1,289 


661 


628 


3,854 


1,880 


. 1,974 


91 


73 


56 


17 


18 


12 


6 


4,173 1 


3,447 


1,768 


1,679 


726 


354 


372 


81 


57 


36 


21 


24 


18 


6 


4,066 


2,777 


1,427 


1,350 


1,289 


633 


656 


118 


40 


9 


31 


78 


42 


36 


5.543 


1,160 


695 


565 


4.383 


3,138 


2,245 


128 


77 


41 


36 


51 


25 


26 


6,236 


3,071 


1, 575 


1,496 


3,165 


1,544 


1,621 


148 


106 


68 


38 


«, *2 


26 


16 


6,627 


4,449 


2,281 


2, 168 


2.178 


1,062 


1,116 


144 


98 


00 


43 


* 46 


31 


15 


■ 6, 383 


3,970 


2.036 


1,934 


2,413 


1,177 


1,236 


103 


96 1 


76 


20 I 


7 


6 


1 i 


4, 971 


4,687 


3. 4113 


3.284 


284 


139 


145 


25 


15 1 


9 


e 


10 


8 


2 


1,071 


533 


273 


260 


538 


262 


276 


141 


55 


17 


38 


86 


58 


28 


6,873 


1,404 


720 


684 


5,469 i 


2,668 


2,801 


56 


56 


52 


4 

i 








1,996 


■ 1,996 


1,024 


972 


1 



















54 



EDUCATION. 



Tabli- 8.-St'HO0L ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. 

AL,ASKA. 

PUBLIC COMMON SCHOOLS OF ALASKA FOE THE YEAR ENDED JUNE 30, 1890. 





TEACHERS. 


1 

! PUPILS. 


TEKRITORY. 


Aggre- 
gate. 

23 


j White. 


Colored. 


1 Aggi-e- 
' ' gate. 

1 
i 


White. 




Native. 




i 1 
1 Total. 1 

1 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total 


9 


14 






899 


162 


81 


81 


737 


385 


.152 










_ - 































ARIXOiVA. 



1880. Population iO, 440. Enrolled in public common .schools 4, 212 

1890. Population .^9, 620. Enrolled in public common schools 7,989 

Gain of population 47. 43 ])er cent. Gain of eniollment in public common schools 89. 67 per cent. 

PUBLIC COMMON SCHOOL.s OF ARIZONA FOR THE YEAR ENDED ,JUNE 30, 1890. 



The Territory. 



Apache - - 
Cochise - - 

Gila 

Gi'ahani. - 
Maricopa 



Moha^■e . 

Pima 

Pinal.. -- 
Yavapai 
Yuma .-- 



AVhitc 



A gs re- 
gate. 



240 



Total. 



21 

27 
17 
19 
50 

9 
32 
14 

.44 

7 







Male. 


Fe- 
male. 


93 


147 






11 


10 


10 


17 


9 


8 


12 


7 


11 


36 



11 

3 

20 

1 



TE.iCHEliS. 



Total 



Colored. 



Male. 



Fe- 
male. 



Aggre- 
gate. 



Total. 



1,057 
949 
371 
671 

1,796 

128 
1,414 

411 
1,036 

156 



7,989 



1,057 
949 
371 
671 

1,796 

128 
1,414 

411 
1,036 

156 



Male. 



4,320 



Fe- 
male. 



3,609 



537 
614 \ 
196 
360 
934 
i 
60 
84U ! 
244 I 
536 ] 
100 



520 
435 
175 
311 



68 
574 
167 
501 

56 



Colored. 



Male. 



Fe- 
male. 



ARKAIV»!lA,S. 



1880. Population 802, 525. 

1890. Population - 1, 128, 179. 

Gain of population 40. 58 per cent. 



Enrolled in public common schools 108, 236 

Enrolled in public common schools 223, 071 

Gain of enrollment in public common schools lOfi.lO per cent. 



PUBLIC COMMON SCHOOLS OF ARKANSAS FOR THE YEAR ENDED JUNE 30, 1890. 









TE.iCHERS 













PUPILS. 








COUNTIES. 


Aggre- 
gate. 


White. 




Colored. 


Aggre- 
gate. 


White. 




Colored. 






Total. 


Male. 
2,620 


Fe- 
male. 


1 
Total. 


Male. 


Fe 
male. 


Total. 


Male. 
85,827 


Fe- 
male. 

77, 776 


Total. 


Male. 


Fe- 
male. 


The State 


5,016 


3,770 


1,150 


1,246 


817 


429 


223,071 


163, 603 


59,468 


30,345 


29,123 








58 
37 
48 
85 
69 

83 
46 
50 
29 
67 

43 
38 
35 
54 
76 


47 
13 
48 
86 
69 

64 
34 
49 
13 
46 

43 
37 
23 
8 
42 


29 
11 
36 

ta 

40 

16 
31 
29 
6 
32 

32 
28 
23 

7 
33 


18 
2 
12 
22 
29 

48 
3 

20 
7 

14 

11 
9 

i 

9 


all 
24 


6 

20 


5 
4 


1,771 
1,891 
1,636 
4,840 
3,348 

2,056 
2,019 
2,909 
1,569 
3,043 

2.002 
1.429 
1,858 
2, 822 
3,907 


1,396 
994 
1,536 
4,840 
3,318 

1,327 
1,225 
2,895 
\\2 
2, 049 

2,002 
1,416 
1,246 
1,566 
2, 158 


743 

231 

864 

2,480 

1,759 

759 
685 

1,499 
53 

1,044 

1,084 
749 
094 
814 

1,101 


653 

763 

672 

2, 360 

1,559 

568 
510 

1,396 
59 

1.005 

918 
667 
551 
762 
1,057 


375 
897 


193 

437 


182 




460 




























30 

729 

794 

14 

1,457 

994 


11 

331 

415 

9 

778 
.583 


19 




19 

12 
1 

16 
21 


17 

7 

1 

14 

16 


2 
5 

2' 

6 


398 




379 




5 


Chicot . 


679 


Clark 


411 








ll 
46 
a34 


1 

8 

38 

22 


4' 

8 
12 


13 

613 

' 1,256 

1,749 


4 
310 
672 
938 


9 




303 




584 


Conway 


SU 



a Eatimated. 



h Scn: of teachers Itased on report of 1889. 



INSTITUTIONS. 



55 



Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES-Contiimed. 

AKKAIVSAS— Contiuued. 



Craighead 

Crawford 

Crittenden .. . 

Cross (a) 

Dallas 

Desha 

Drew 

Faulkner 

Franklin 

Fulton 

Garland 

Grant 

Greene 

Hempstead. . . 
Hot Spring . . . 

Howard 

Independence. 

Izard 

Jackson 

Jefferson (c) . . 

Johnson 

Lafayette 

Lawrence (a) . 

Lee ' 

Lincoln 

Little lliver . . 

Logan 

Lonoke 

Madison 

Marion 

Miller 

Mississippi (d) 

Monroe 

Montgomery . 
Nevada -..'.-. 

Newton 

Ouachita 

Perry 

Phillips 

Pike 

Poinsett 

Polk 

Pope 

Prairie 

Pulaski (e) 

Eandolph 

St. Francis 

Saline 

Scott 

Searcy 

Sehastian 

Sevier 

Sharp 

Stone 

Union (j?) 

Van Buren (e) . 
Washington... 

White 

Woo<lruff. 

Tell. ..J. 



TEACHERS. 



Aggre- 
gate. 



49 
100 
26 
48 
49 

53 
90 
73 
124 
48 

54 
44 
56 
120 
64 

62 
84 
55 
72 
138 

97 
18 
52 
100 

87 

.SI 
92 
75 
SO 
50 

54 
22 
47 
22 
74 

41 
84 
40 
174 
34 

32 
40 

117 
59 

161 

65 

44 
72 
51 
43 

131 
46 
35 
25 

111 

35 

164 

134 

46 

64 



Total. 



5 
26 
37 

32 
51 
58 
120 
48 

45 
37 
55 
72 
61 

52 

74 
51 
42 



85 
31 
80 
50 

19 
12 
22 
22 
44 

41 
46 
35 
24 
32 

17 
40 

107 
33 

107 



5 
60 
51 
43 

102 
42 
35 
24 

111 

35 
159 
115 
27 
54 



37 
71 
3 

16 
33 

28 
27 
45 
102 
46 



Fe- 
male. 



33 


8 


32 


14 


31 


4 


6 


18 


30 


9 


14 


3 


37 


3 


84 


23 


23 


12 


65 


42 


22 


42 


5 




40 


20 


33 


18 


40 


3 


52 


50 


29 


13 


33 


2 


21 


3 


78 


33 


20 


15 


11 


48 


78 


37 


16 


11 


42 


12 



Colored. 



Total. 



3 

12 

21 

i/22 

12 

21 
39 
15 
4 



Male. 



Fe- 
male. 



9 

7 

1 

M8 



10 
10 
4 
30 
6100 



12 
8 
33 
32 

15 

7 
44 



35 

610 

25 



630 



5 
6150 



10 
24 
54 

1 
539 
12 



629 

4 



5 

19 

19 

610 



2 ' 

ill 
12 I 
II : 



1 

40 



10 

7 



22 

52 1 



48 



7 

1 

113 



Aggre. 
gate. 



I 
2,492 
3,019 
1,735 
271 
2,097 

1,334 
3,770 
3,867 
6,073 
2,132 

2,978 
1,811 
2, 860 
5,143 
2,905 

3,878 
3,806 
2,288 
3,505 
8,684 

3,986 
1,698 
1,805 
3,519 
2,163 

1,936 

3,827 
3,150 
4,925 

1, 343 

2,266 

1,511 

2,752 i 

870 

cS, 896 

2, 094 

3, 081 
1,152 
4,828 
1,559 

775 
1,879 
4,581 
2,716 
9,160 

/I, 392 

' 1,795 

2, 503 

3, 030 

2,113 

8,900 
2,035 
2,206 
1,261 
3,765 



WTiite. 



/2, 376 
7,281 
5,539 
2,565 
3,470 



Total. 



2,395 

3,276 

121 

146 

1,313 

269 
1,891 
3,203 
5,937 
2,114 

2,474 
1,625 
2,837 
2,795 
3,670 

2,285 
3,438 
2, 230 
2,458 
1,993 

3,856 
885 

1,521 
787 

1,008 

1,044 
3,531 
1,769 
4, 925 
1,343 

1,020 
866 
916 
870 



2,094 
1,450 
1,006 
941 
1,438 

712 
1,863 
4,080 
1,655 
4,477 

1,306 
725 
2, 136 
3, 030 
2, 113 

7,928 
1,879 
2.155 
1,183 
2,242 

3,360 
7,054 
4,858 
1,043 
3,216 



Male. 



1,340 

1,303 

60 

84 

627 

137 

949 

1,684 

3,140 

1,175 

1,291 
884 
1,523 
1,503 
1,447 

1,221 
1, 834 
1,237 
1,319 
989 

1,964 
509 
826 
419 
524 

526 
1,930 

953 
2,582 

746 

562 
426 
478 
476 
1,567 

1,146 
756 
527 
481 
785 

378 
1,000 
2,445 

894 

2, 233 

684 

379 

1,118 

1,602 

1,140 

3. 822 
979 

1, 135 
664 
1,171 



Fe. 
male. 



61, 200 


3,587 


2,526 


559 


1, 830 



1, 055 

1,971 

61 

62 

586 

132 

942 

1,519 

2,797 

939 

1,183 
741 
1,314 
1,292 
1,223 

1,064 
1,004 
993 
1,139 
1,004 

M, 892 



484 

518 
1,601 

816 
2,343 

.597. 



440 

438 

394 

1, .302 

948 
694 
479 
460 
653 

334 
863 

1,635 
761 

2,244 

G22 

346 

1,018 

1,428 

973 

4,106 
9U0 

1,020 
519 

1,071 

1,160 
3,467 
2,332 
484 
1,396 



Colored. 



97 

343 

1,614 

125 

884 

1, 065 

1,879 

664 

136 

18 

504 

186 

23 

2,348 

235 

593 

368 

58 

1,107 

6,691 

130 

813 

284 

2,732 

1,155 

892 

296 

1,381 



1,246 

645 

1,836 

'1,027 



1,631 
140 

3, 887 
121 

63 

16 

501 

1,061 

4.683 



1,070 
367 



■973 

156 

111 

78 

1,533 

16 

227 

681 

1,523 

254 



Male. 



Fe- 
male. 



50 
321 
763 

55 
437 



320 
67 
9 

24 f ! 
96 ' 
10 j 
1.187 

110 

287 
206 
31 
558 
3,404 

68 

437 

156 

1, 548 

603 

437 
155 



341 
983 



809 
66 I 
1,953 

58 



273 

550 

2,197 



-40 
547 
174 



456 
73 
54 
78 

785 



94 
346 



47 
122 
849 

70 
457 

494 

950 

344 

09 

9 



9U 

13 

1,161 

125 

300 
162 

27 

549 

3,287 

62 

376 

128 

1,184 

552 

455 
141 
626 



613 
304 
833 



80 

1,934 

63 



228 

511 

2,480 



46 
523 
193 



516 

83 
67 



7 
133 
335 
774 
124 



a Teachers from report for 1889. 
6 Estimated. 



c Report for 1889. 
d Report for 1887. 



e Sex of teachers based on report for 1889. 
/ Report for 1888. 



(/ Race of teachers not known. 



56 



EDUCATION. 



Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. 

CAI^IFORIVIA. 

1880. Population 864,694. Enrolled in public common schools 161,477 

1890. Population .- 1,208,130. Enrolled in public common schools 221,756 

Gain of population 39.72 per cent. Gain of enrollment in public common schools 37. 33 per cent. 

PUBLIC COMMON SCHOOLS OF CALIFORNIA FOR THE YEAR ENDED JUNE 30, 1890. 





TEACHERS. 


PUPILS. 


COUNTIES. 


Aggre- 
gate. 


Wliite. 


Colored. 


Aggre- 
gate. 


White, (a) 




Colored. 




Total. 


Male. 


Fe- i 
male. ' 

1 


Total. 


^^^- lie. 

1 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 
301 


Ft'. 
in;tU'. 


The State 


5,434 


5,134 


1,162 


4,272 ' 






221, 756 


221, 160 


113,763 


107, 397 


596 








' 






315 
4 

71 
104 

55 

86 
70 
13 
60 
162 

123 
13 
51 
50 
33 

391 
47 
34 

103 
46 

38 
10 

no 

76 
81 

70 
69 
30 
173 
51 

118 
199 
859 
131 
112 

51 

82 
188 

97 
100 

28 
68 
93 
194 
68 

42 
76 
18 
147 

36 
57 
76 
52 


315 
4 

71 
104 

55 

86 
70 
13 
60 
162 

123 
13 
51 
50 
33 

391 
47 
34 

103 
46 

38 
10 
110 
76 
81 

70 
69 
30 
173 
51 

118 
199 
859 
134 
112 

51 
82 

188 
97 

100 

28 
68 
93 
191 
68 

42 
76 
IS 
147 

36 

57 
76 
52 


47 

is' 

26 
14 

36 
13 
5 
20 
50 

47 
7 

16 
7 

13 

76 
10 
12 
34 
14 

15 
3 

a7 

17 
24 

27 
18 
10 
16 
14 

28 
36 
65 
33 
22 

10 
21 
29 
13 
31 

11 
37 
18 
31 
18 

18 
10 
4 
50 

4 

14 
17 
16 


268 
4 ■ 
53 , 
78 , 
41 

50 
57 
8 
40 
112 

76 
6 , 
35 
43 1 
20 

315 
37 
22 
69 
32 

23 
7 
93 
59 
57 

43 
51 
20 
157 
37 

90 
163 , 
794 
101 

90 

41 
61 i 
159 
84 
09 

17 
31 
75 
163 
50 

24 
66 
14 
97 

32 

43 
59 
36 








17. 797 

79 

2,330 

3,803 

1,924 

2,872 

2,873 

446 

1, 722 
0,010 

5, 080 

554 

1,549 

1,568 

930 

19, 068 

1,575 

829 

3,986 

1356 

1,176 
265 
3,701 
2,982 
3,304 

3,451 
2,526 
936 
6,534 
l,60e 

4,916 
6,908 
42, 926 
5,600 
3.845 

1,864 
3,648 
8,577 
4,088 
3,228 

887 
2,289 
3, 681 
6,840 
2,051 

1,2.53 

2, 275 
. 535 
5,387 

1,329 
2,244 
2,820 
1,724 


17, 704 

79 
2,330 
3, 803 
),924 

2, 872 

2, 873 
440 

1 , 722 
6,010 

5, 080 

554 

1, 549 

1,568 

930 

18, 885 
1,575 

829 
3,986 
1,356 

1.176 

265 

3,701 

2,982 

3, 304 

3,451 
2,526 
936 
6,534 
1,606 

4,916 
6, 830 
42, 706 
5,609 
3,815 

1,864 
3,648 
8,555 
4,088 
3,228 

887 
2,289 
3,681 
6,840 
2,051 

1,253 

2,275 

535 

5,387 

1,329 
2,244 
2,820 
1,724 


9,248 

39 

1,157 

1,930 

965 

1,486 

1,477 

221 

862 

3,044 

2,635 
279 
739 
786 
466 

9,557 
■825 

423 
2. 036 

709 

599 

133 

1,953 

1,489 

1,694 

1,766 
1,307 

471 
3.208 

803 

2, 552 

3,387 

22, 673 

2,746 

2,031 

975 
1,848 
4,401 
2,059 
1,642 

445 
1,172 
1,994 
3,499 
),029 

626 
1,133 

244 
■2,844 

663 
1,195 
1,427 

871 


8,456 

40 

1,173 

1,873 

959 

1,386 

1,396 

225 

860 

2,966 

2,445 
275 
810 
782 
404 

9,328 
750 
406 

1,950 
647 

577 

132 

1,748 

1,493 

1,610 

1,685 
1.219 

465 
3,326 

803 

2, 364 
3,443 

20, 033 
2,863 
1,814 

8.W 
1,800 
4,151 
2,029 
1,586 

442 
1,117 

1, 087 

3, 341 
1,022 

627 

1.142 

291 

2, .543 

666 
1,049 
1,393 

853 


93 


51 


4*> 
























































i 









































I 










































Lake 
























- 












183 


91 


92 

































































































I^apa " 
























































































































78 
2i0 


44 
108 


■-J4 










11"' 






























































22 


7 














Shasta 





















































































Sutter 














Tebama 






































































Tolo 











































a Includes uuseparated colored. 



INSTITUTIONS. 



57 



Table 8 SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Contiuued. 



C'OL,ORADO. 



1880. Population 194, 327. Enrolled iu public coniuion schools 28, 252 

1890. Populatiou 412, 198. Enrolled iu public common schools 65,490 

Gain of jjopulation 112. 12 per cent. Gain of enrollnieut iu public common schools 131. 81 per cent. 

PUBLIC COMMON SCHOOLS OF COLpRADO FOR THE YEAR ENDED JUNE 30, 1890. 



COUNTIES. 



The State. 



Arajiahoe . 
Archuleta. 

-Baca 

Bent 

Boulder . . . 



Chaffee 

Cheyenne ... 
Clear Creek - 

Couejoa 

Costilla . . . . 



Custer . . 
Delta... - 
Dolo^es.- 
Douu'las . 
EaKhi . . . 



Elbert.... 
El Paso . . 
Fremont . 
Garfield- . 
Gilpin 



Grand 

Guuuiaon . 
Hinsdale . . 
Huerfano . 
Jetferson. . 



Kiowa 

Kit Carson - 

Lake 

La Plata... 
Larimer 



Laa Animas. 

Lincoln 

Lojiau 

Mesa 

Montezuma . 



Montrose. 
Morgan . . 

Otero 

Ouray. .. . 
Park 



Phillips 

Pitkin 

Prowers 

Pueblo 

Rio Blanco .. 

Kio Grande . 

Koutt 

Saj^uache 

Sail Juan 

San Miguel.. 



Sedgwick ... 

Summit 

Washington. 

Weld 

Yuma 



TKACUKKS. 



Aggre- 
gate 



2,376 

363 

6 

45 

U 

117 



];i2 

.59 

38 
31 



White. 



Total. 



2,376 



45 
14 
117 



35 
44 
29 

29 
24 
2 
36 
16 

2fi 
132 
59 
38 
31 



19 


19 


20 


20 


21 1 


21' 


18 ' 


18 


IB 


16 


22 


22 


32 


32 


SO 


80 


311 


30 


29 


29 


33 


133 


11 


11 


'>! 


27 


20 


20 


42 


42 


2 


2 


.T 


5 


40 


40 


11 


11 


'<] 


.■.1 


on 


no 


49 


49 



Male. 



26 



Fe- 
male, 



18 
19 



20 
13 
94 

42 
4 
29 
22 
12 

12 
14 
I 
27 
14 

18 
113 
40 
35 



14 
11 
15 
19 

.■i4 
28 
19 
105 
10 

14 
10 



Total. 



Male 



Agjrre 
sate. 



White, (a) 



Co, 490 



17,406 

9:) 

1)98 

360 

3, 3;H) 

1,121 

127 

1.314 

1.933 

074 

083 
554 1 

73 
612 
305 

371 
3, 4,50 

2, 069 
750 

1,184 

59 
676 
115 

1, 350 
1,.548 

411 
641 

1,309 
745 

2 272 

1,844 
109 
873 
691 
366 

746 
315 
497 
580 
497 

777 

1,100 

535 

3. 657 
153 

817 
338 
651 
109 
109 

313 
416 
602 

2. 568 
573 



65, 009 



17. 042 

9) 

6;)8 

:.6.1 

3, 330 

1,121 

127 

1,314 

1 , 933 
(>74 

083 
554 
73 
012 
303 

371 
3, 430 
2,069 

750 
1.184 

.59 

676 

115 

1,350 

1.548 

411 

041 

1.241 

745 

2. 272 

1.844 
109 
K73 
691 
366 

746 
315 
497 
586 
497 



1,100 
535 

3,008 
1.-.3 

817 I 
338 i' 
651 i 
109 i 
109 

313 
416 
602 
2,568 
573 



M.alc. 



8.649 
69 
390 
196 

1.651 

570 

60 

637 

1.097 

4114 

340 
284 
42 
290 
156 

198 

1,724 

1,039 

367 

586 

27 
338 

55 
736 
793 

224 
329 
021 
395 
1,184 

993 
00 
452 
346 
192 



146 
262 
284 
246 

416 

505 

247 

1.787 

78 

448 

204 

358 

35 

60 

146 
211 
303 
1,296 
265 



Fe- 
male. 



31, 794 



173 
1,679 

545 
67 
677 
836 
270 

343 
270 
31 
322 
149 

173 

1.726 

1,030 

383 

598 

32 
338 

60 
614 



187 
312 
620 
350 



851 
49 
421 
345 
174 

348 
169 
235 
302 
251 

361 
395 

28S 

1,821 

75 

369 

134 

293 

.54 

49 

167 
205 
299 
1,272 
308 



Colored. 



Total. 



Fe- 
male. 



(I Includes uiiseparated colored. 



58 



EDUCATION. 



Tai'.le 8.— school ENROLLjrENT, CIEN.SUS OF 1890: PUBLIC COMMON SC?IOOLS, BY COl'NTIES— Coutinued. 

COIVIVECTICUT. 

1880. Population 622, 700. Enrolled in jmblic common schools 118, 589 

1890. Population 7-1(5, 2.58. Enrolled in public common scliools 126,505 

G;iin of iiopulation 19. 81 ])fr cent. Gain of enrollment in public common sciiools.. . 6. 68 per cent. 

PUBLIC COMMON SCHOOL.S OF CONNECTICUT FOR THE YEAR ENDED JULY 14, 1890. 









TEACHEP.S 




Colored 






PUPILS, 








CUUNTIES. 


Aggre- 
gate. 

3,226 

550 
611 
333 
168 

816 
389 
153 
206 


White. 




Aggre- 
gate. 


White. 




Colored. 






Total. 
3, 226 


Male. 


Fe- I 
male. 


Total. 


M"l.- I „Se. 


j 
Total. 


Male. 
62, 208 


Fe- 
male. 


; Total. 

i 


Male. 
738 


Fe- 
male. 


Thf Stitp 


a460 

08 
84 
66 
21 

04 
76 
27 
54 


a2,766 ! 






126,505 


124,949 


62,741 1.556 


£18 












.950 
611 
333 
168 

816 
380 
153 
206 


483 
527 
267 i 
147 

752 
313 1 
126 1 
152 






' 23, 350 

24, 165 

10.640 

6,056 

36,719 
\ 14,017 
! 4, 476 
■ 7, 082 


23,021 
23. 995 
10,485 

6, 037 , 

36,082 
13,862 
4,452 

7, 015 


11,619 
11,972 
5, 303 
3. 125 

18, 291 
6,074 
2,198 
3, 626 


11, 402 
12.023 
.5, 182 
2,912 

17, 791 
7,788 
2.254 
3.389 


I 329 

170 

1.55 

19 

037 
155 
24 
67 


147 

81 
77 
10 

307 

74 

1 11 

i ^1 


182 








89 


I itchfiplfl 






78 


Midfllespx 







9 








330 










81 










13 










36 













DEL.AM'ARK. 



1880. Population 146, 608. Enrolled in public common schools . . ." 26, 4l2 

1890. Population 168, 493. Enrolled in public common scliools 31, 434 

Gain of population 14.93 per cent. Gain of enrollment in public common schools 19. 01 per cent. 

PUBLIC COMMON SCHOOLS OF DELAWARE FOR THE YEAR ENDED .JUNE 30, 1890. 









■ 


EACHERS. 




i 


ptirpiLS. 








ClOUNTIKS. 


Aggre- 
gate. 

701 

163 
309 
229 




White. 






Colored. 


Fe- 
male. 

60 


! Aggre- 
1 gate. 


White. 


Total. 
4,666 


Colored. 






Total. 
605 


Male. 
187 


Fe- 
. male. 

418 


; Total. 

i 30 
38 
28 


Male. 
36 


Total. 


i Fe 
M'""- male. 


M.ile. 


Fe- 
male. 


The State 


; 31, 434 


26, 778 


13, 228 

' 2. 946 

! 0,462 

",820 

1 _ 


13, 550 


I 2, 348 


2,308 


Keut 


133 

271 
201 


40 
18 
129 


93 

253 

72 


16 
5 
15 


14- 
33 
13 


! 7, 52.1 
15, 105 
8.804 


6,024 
13, 082 
7,672 


3.078 
6,620 
3, 852 


1,501 
2.023 
1.132 


1 780 
I 1,005 
i 563 


721 


Xewi-astle 

Sussex 


1,018 
569 



»I8'I'RIC:T of ('Ol.miBIA. 



1880. Population . . 
1890. Poiiulatiou .-. 
Gaiu or population 



177,624. Enrolled in public common scliools 26,439 

230, 392. Enrolled in public common schools 36, 906 

. 29. 71 per cent. Gain of enrollment in public common schools 39. .59 per cent. 



PUBLIC COMMON SCHOOLS OF THE DISTRICT OF COLUMBIA FOR THE YEAR ENDED JUNE 30, 1890. 





TEACHERS. 


PUPILS. 


DISTElU'l-. 


Aggre- 
gate. 

745 


White. 


Colored . 


Aggre- 
gate. 

36. 906 


White. 


Colored. 




Total. 


Male. 


Fe- 
male. 


Total. 
250 


! 
Male. 


Fe- 
male. 


Total. Male. ^^{^ 


Total. 


Male. 


Fe- 
male. 


Total 


495 


60 


435 


1 32 i 218 

1 


23,574 1 11,458 


12,116 


13, 332 


5, 853 


7,479 



a Winter term. 



INSTITUTIONS. 



59 



TAni.K §.— SC:riO0L ENROLLMENT, CENSUS OF 18flO: PL'BLIC COMMON SCIKlOLS, BY COUNTIES— Continued. 

FI.OKinA. 



1880. Population 269. 493. Eurollecl in public common schools 

1890. Population .391, -122. Enrolled in puLlio (/omnion schools 

Gain of population 45.24 per cent. Gain of enrollment in public common schools 



43,304 

91,188 

.110.58 per cent. 



PUBLIC COMMO.N' SCHOOLS OF FLORIDA FOR THE YEAR ENDED SEPTEMBER 30, 1890. 



COUNTIES. 



The State . 



Alachua (a) . 

Balier 

Bradford 

Brevard 

Calhoun (a) . 



Citni.s.... 

Clay 

Columbia 

Pade 

De Soto . . 



Duval 

Escambia . . 
Frauklin (h) 
Gadsden . . . 
Hamilton . . 



Hernando (a) 

Hi-lsboro 

Holmes (rt) .. 

Jackson 

Jefierson (c) . 

Lafayette ... 

Lake 

Lee 

Leon 

Levy 



Liberty . . 
Madison . 
Manatee . 
Marion . . . 
Monroe . . 



^Nassau 

Orause 

Osceola (rt) . 

Pasco 

Polk 



Putnam 

St. John 

Santa Koaa. 

Sumter 

Suwannee. . 



Taylor 

Volusia 

"VVakulIa 

Walton 

"Washinirton . 



Wliite. 



■I'otal. Male. 



2,577 .; 1,907 



132 
2!) 

(iU 
46 



56 '■ 

78 ,! 

! 

55 |l 

133 i 
74 
11 
81 
69 



42 
70 
15 
64 
56 

13 1 
69 
38 
135 

25 I 

69 
93 

25 
41 
112 

84 
50 
50 
46 
75 



73 
24 
51 
41 

'^i 
30 
47 i 
49 
9 
54 : 



51 

7 

46 

48 ' 

18 ' 

74 

40 



47 
74 
24 
40 
107 



32 

20 
32 

10 



13 
12 
3 
16 

17 



Fe- 
male. 



844 1 1,063 



41 
4 
19 
31 
9 

16 
26 
32 
6 
14 

62 
39 
4 
3" 
31 

10 
35 



11 
31 



IS 



3 


3 


23 


19 


23 


14 


31 


56 


4 


13 


19 


28 


25 


49 


11 


13 


23 


17 


27 


80 



57 


23 


34 




37 


6 


31 


42 


■ 20 


22 '' 


3(> 


16 


20 


50 


35 


15 


21 


10 


11 




.57 




35 




2(1 


14 


6 




43 


' 36 


8 




31 


14 


17 





Colored. 



Total. 



59 



Male. 



9 

I 

31 

32 

1 

13 

1 



Fe- 
male. 



27 


20 


13 


; 3 


8 


4 


10 


4 


25 


21 



Aggre 
.ijate. 



5, 843 

1.069 

2 338 

687 

680 

572 
1.257 
3.053 

170 
1,615 

4, 180 
3,380 
592 
3,100 
1, 94!) 

661 

2,777 
1,304 
4.291 
4,018 

928 
2,237 

263 
3,789 
1,8U 1 

328 
3,676 

812 I 
5,085 
1,455 

2, 126 
2,615 
829 
1,175 
2,427 

2.682 
1,365 
2,384 
1,417 
3,035 

773 ' 
2,069 

725 
1,782 
1,765 



White 



Total. 



2,651 
821 

2,016 
599 
490 

499 
994 

1.638 
170 

1,597 

1,720 
1,907 
375 
1,088 
1.257 

445 
2, 414 
1,284 
1.839 

992 

901 

1,801 

253 

640 i 

1,192 

151 j 
1,472 

776 
2, 286 { 

866 j 

1,187 
1, 865 1 

785 
1,160 
2,270 

1,458 
837 1 

1,752 
993 

1, 700 

730 : 
1, 509 

495 , 
1.551 1 
1, 405 I 



28, 390 



Fe- 
male. 



1,374 
404 

1,116 
286 
270 

269 
473 
846 
88 
861 

851 
1,002 
182 
576 
648 

248 
1. 329 
674 
968 
514 

502 

875 

no 

270 

599 [ 

I 

85 

725 

426 

1,198 

445 



901 

400 

575 

1,190 

726 
431 
904 

630 

8S2 

4J8 
807 
245 
835 
760 



1,277 
417 
900 
313 
220 j 

230 I 

521 

792 

82 
736 



995 
193 
512 
609 ; 

I 
197 
1,085 I 
010 

871 ! 
478 j 

399 
926 
137 
270 ! 
593 

66 

747 
350 



621 
964 
385 
585 
1,080 

732 
406 
848 
463 
818 

312 
702 
250 
716 
646 



Colored. 



Total. 



Male. 



3,192 
248 
322 



73 r 

263 I: 
1,415 



Fe- 
male. 



18 

2.466 
1,383 

217 
2,102 

692 

216 
363 
20 

2, 452 

3. 026 

27 

430 

10 

3. 249 

' 622 

177 

2, 204 

36 

2,799 



939 

750 
44 
15 

157 

1, 224 
528 
632 
424 

1,335 

43 
560 
230 
231 
360 



1,555 
122 
157 
54 i 
100 , 

42 
132 
663 



10 

1, 174 
677 
105 ; 

1, 04S I 
331 

92 
109 

10 
1,251 
1,469 

12 
238 ' 

* i 
1,468 ; 
337 

92 
1,065 

20 i 

1,333 i 

354 I 

1 

380 ! 
372 j 

26 ; 

10 

74 ] 

605 
256 
301 
206 
663 

20 
273 
115 
110 
176 



1,637 
126 
165 
34 
90 

31 
131 

752 



1,292 
706 
112 

1,064 
361 

124 

194 

10 

1,201 

1,657 

15 

198 

6 

1,781 
285 

85 
1,149 

16 

1,466 

245 

559 
378 

18 
5 

83 

619 
272 
331 
219 
672 

23 
287 
115 
121 
184 



a Sex of teachers estimated. 



h Sex of colored pupils estimated. 



c Sex of pupils estimated. 



60 



EDUCATION. 



Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. 

OEOROIA. 

1880. Population 1, 542, 180. Enrolled in putjlic common si;liO(jls 237, 124. 

1890. Population 1, 837, 353. Enrolled in public common schools 342, 562 

Gain of population 19. 14 per cent. Gain of enrollment in public common scbools 44. 47 per cent. 

PUBLIC COMMON SCHOOLS OF GEORGIA FOR THE YEAR ENDED DECEMBER 31, 1889. 



COUKTIES. 



The State . 



Appling- 
Baker — 
Baldwin 

Banks 

Bartow . . 



Berrien . 
Bibb . - . . 
Brooks -. 
Brvau . . . 
Bullocli 



Burke 

Butts 

(Jallionu 

Cauulen 

(.'ampbell 

Carroll 

Catoosa 

Cliarlton 

I'hatliaiu 

Cliattahoochee . 



Chattooga 

Clierokee 

Clarke 

Clay (o) 

Clayton 



Clinch 

Cohb 

Coffee 

Colquitt... 
Columbia . 



Coweta 

Crawford -.- 
Da.le...^... 
T)awaon (a) - 
Decatur 



Dekalb 

Dodge 

Dooly 

Dougherty . 
Douglas 



Early 

KchoLs 

Ktiingham. . . 

Elbert 

Euuniuel (a) . 



Fannin 

Favette 

Floyd 

Foiwytii. 

I'rankliii (o) . 



Fulton (a) 

Gilmer 

Glascock (a) . 

Glynn 

Gordon 



Greene 

Gwinnett . . . 
Hahersham . 

Hall 

Hancock 



Haralson . . 

Harris 

Hart 

Heard 

Heury (a) . 



Houston . 

Irwin 

.Jackson . . 
Jasper . . . 
Jeft'erson . 



Aggre- 



7,503 



42 
100 
60 
37 
81 

84 
41 
34 

28 



100 
37 
19 

200 
20 

59 
70 
67 



40 
106 
40 
26 
33 

86 
41 
21 
2D 
109 

78 
45 
57 
31 
51 

37 
12 
34 



45 
41 
123 
54 
58 

43 
56 
26 
37 
67 

61 
92 
60 
98 



53 
77 
62 
.54 
61 

73 
32 
266 
63 
49 



White. 



Total. 



24 
17 
14 
28 

85 
32 
16 
136 
11 

49 
63 
36 
13 
23 

32 
70 
29 
26 
21 

46 
25 
19 

28 
60 

56 

28 

42 

9 

38 

18 
9 
24 
36 
58 



74 
46 
47 

28 
55 
20 
18 

57 

29 
70 
54 
83 
36 

49 
44 
48 
40 
34 

37 
25 
179 
33 
29 



Male. 



2,710 



Fe- 
male. 



2,295 



6, 

14 
25 
11 
40 



115 

7 

28 
14 
29 
4 
6 



Colored. 



14 


15 


48 


23 


43 


11 


48 


35 


8 


28 ! 


39 


20 


15 


29 


36 


12 


22 


18 


23 


11 


13 


24 


19 


6 


102 


77 


18 


15 


13 


!6 



Total. 



Male. 



1,290 



Fe- 



1,208 



342, 562 



1,176 
1,115 
2,232 
2,331 
3,481 

1,739 
4,751 
2,356 
1,029 
2,621 

4,228 
2,352 
1.018 
969 
1,616 

5,277 
, 1,366 

284 
5,877 

919 

2,713 
4,151 
2,920 
1,409 
1,757 

793 
5,258 
1,331 

807 
1,278 

5, 310 
1,563 
1,186 
1,654 
4,309 

3,386 
2,285 
2,735 
2,090 
2,270 

1.380 
406 
1.050 
3, 513 
3,335 

2,502 
2,394 
6.375 
2,908 
3, 554 

10,656 



1,648 
3,486 



3,441 
4,981 



2,569 
3, 711 
3.075 
2,548 
3,591 

3,103 
943 
4,866 
2, 528 
2 209 



Total. 



White. 



Male. 



209, 330 



860 

356 

904 

1,871 

2,335 

1.477 
2,584 
1,203 
602 
2,li.6 

1,086 

1,115 

575 

348 

1,053 

4,552 
1,243 

200 
3.238 

421 

2,217 
3,903 
1,237 
444 
1,272 

594 

3,381 

1,069 

807 

606 

2,357 
952 
1. 1.36 
1,569 
2,041 

2,460 
1,626 
1,681 
280 
1.768 

683 

289 

735 

1,793 

2,225 

3,467 
1,422 
3,401 
2,567 
2, 766 

7,446 

2,881 

666 

610 

3,187 

1,161 
4,074 



2,420 
1,594 
2, 322 
1,726 
1,807 

1,001 
717 
3,304 
1,145 
1.105 



Fe- 
male. 



100, 538 



447 

179 

426 I 

1,005 t 

1,217 I 

768 

1.312 

552 

318 I 

1,109 ■ 

574 
583 
289 
169 
527 

2,463 
671 
100 

1.605 
204 

1,172 

2.063 

625 

247 

667 

330 
1.367 
563 
393 
358 

1.228 
537 
678 
795 

1.057 

1.243 
810 
851 
170 
024 

346 
170 
379 
933 
1,140 

1,292 
713 
1,786 
1,387 
1,523 

3,544 

1.547 

347 

287 

1.689 

615 
2,2rl 
1,284 
2. 128 

463 

1 258 I 
829 

1, 239 1 
9.53 ' 
994 

549 
400 
1,803 
540 
501 



419 
177 
478 
866 
1,118 

709 

1,272 

651 

284 

1,017 

512 
532 
286 
179 
526 



572 

100 

1,633 

217 

1,045 

1.840 

613 

197 

605 

264 
1,624 
506 
414 
338 

1,129 
415 
.568 
774 
984 

1.217 
710 
830 
110 
844 

337 
119 
356 
860 
1,085 

1,175 
709 
1,616 
1,180 
1,243 

3,902 

1,334 

319 

323 

1.498 

546 

1,823 
999 

1.874 
635 

1,162 
765 

1,083 
773 
813 

512 
317 
1,601 
605 
544 



Colored. 



133, 232 



310 
769 

1,328 
460 

1,146 

262 

2,167 

1,153 

437 

495 

3,142 

1,237 

443 

621 

.562 

725 

123 

84 

2,639 

498 

496 
248 
1,683 
965 
486 

198 

1,877 

262 



683 

2,053 

611 

60 

85 

2,268 

926 

759 

1, 064 

1,810 

502 

697 

117 

315 

1,720 

1.110 



972 

2, 974 

341 

788 

3,210 
18 

300 
1,038 

299 

2,280 
907 
325 
693 

1,600 

149 

2.117 

753 

823 

1, 784 

2,042 
226 
1,562 
1,383 
1,104 



Male. 



161 
374 
603 
217 
519 

111 
1,000 
647 
263 
255 

1.603 
638 
212 
266 
281 

358 

56 

34 

1.249 

261 

238 
- 126 
822 
395 
204 

82 



Fe- 
male. 



270 

1,628 

274 

30 

39 

1,123 

405 
343 
.533 
861 
246 

351 
59 ■ 
164 

817 
.570 

17 

461 

1,333 

160 

434 

1,534 

12 

147 

497 

160 

1,045 
496 
163 
361 
7l6 

72 

1,068 

391 

425 

844 

974 
113 
800 
661 
557 



149 
385 
725 
213 
597 

151 
).167 
006 
174 
240 

1,539 
599 
2.il 
355 
281 

367 

67 

50 

1,390 

237 

258 
122 
861 
570 
281 



154 



312 

1,425 
337 
20 
46 

1,145 

521 
410 
521 
949 
256 

346 
58 
151 
903 
540 

18 

511 

1,621 

181 

354 

1,676 

6 

153 

541 

139 

1,235 
411 
162 
332 
884 

77 

1,049 

362 

397 

940 



1, 



113 
762 
722 
547 



a Teachers estimated Iroui nnnil)fr jnul race of schools. 



INSTITUTIONS. 



61 



Table 8.— SCHOOL KNXfOLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, liV COLNTIKS— ('(mtiiiued. 

CJEORGIA— Cnntinitea. 



Aggre- 
gate. 



Johnson 

Jones 

Laurens 

Lee 

Liberty 

Lincoln 

Lowndes .... 

Lumpkin 

McDiiffie.... 
Mcintosh ... 

Macon 

Madison (ft) . 

Marion 

Meriwether . 
Miller 

Milton 

Mitchell 

Monroe 

Montgomery 
Morgan 

Murray 

Muscogee . . . 

Newton 

Oconee 

Oglethorpe - . 

Paulding (a) 

Pickens 

Pierce 

Pike 

Polk 

Pulaski 

Putnam 

Quitman 

Kabun 

Eandolph . . . 

Iticlimond . - - 

Eockdale 

Schley 

Screven 

Spalding 

Stewart 

Sumter 

Talbot 

Taliaferro... 
Tattnall 

Taylor 

Telfyir (a) . . . 

Terrell- 

Tliomas 

Towns 

Troup 

Twiggs 

Union 

Upson 

"Walker 

Walton 

"Ware (a) 

"Warren (et) . . 
Wasliington 

"Wayne (a)... 
Webster (a). 

White 

Whitfield . . . 

AVilcox 

AVilkes 

Wilkinson . . 
"U'-orth 



31 
56 
17 
30 
60 

120 
29 
21 
69 
38 ! 



White. 



Total. 



59 



23 
70 

30 
29 
65 

'A 

85 
32 
47 
50 
75 

87 
41 
48 
131 

43 
29 
29 
59 

29 I 
OS 
57 
43 



15 
34 
22 
45 
12 

27 
29 
37 
41 
38 

50 
Hi 
41 
21 
29 

44 
49 
27 
30 
47 

17 
25 
7 
30 
40 

81 
17 
12 
47 
23 





Fe- 




male. 


20 


4 


7 


17 


29 


14 


5 


3 


22 


16 


9 


6 


10 


10 


29 


4 


12 


3 


2 


6 


n 


4 


23 


11 


10 


12 


26 


19 


9 


3 


IS 


9 


10 


19 


15 


22 


25 


16 


15 


23 


38 


12 


9 


i 


21 


20 


14 


7 


17 


12 


29 


15 


33 


10 


21 


6 


16 


14 


25 


22 


7 


10 


12 


13 


2 





20 


10 


13 


27 


29 


52 


9 


8 


6 


6 


27 


20 


13 


10 


10 


12 


20 


37 


7 


12 


9 


4 


30 


22 


13 


9 


13 


7 


15 


22 


28 


18 


17 


5 


18 


26 


9 


7 


40 


5 


10 


20 


35 


30 


34 
25 


23 
12 



14 
16 



Colored. 



Total. 



Male. 



Fe- 
male. 



13 
19 
12 
17 

6 

17 

3 
12 
10 

10 

10 

6 

12 



19 
12 
12 



5 


12 


14 


20 


6 


9 


19 


12 



Aggre 
gate. 



White. 



1.702 
2, 374 
2,628 
1.627 
2,403 

822 
1.961 
1,818 
1, 593 
1,520 

2, (86 
2,465 
1,996 
2,642 

828 

1,784 
1,460 
3,869 
1,575 
2,659 

1,961 

3, 835 
2.854 
1,616 
2,849 

2, 996 
2, 254 
1,227 
3,724 
2,935 

2.144 

1,881 

792 

1,405 
2,354 

6.077 
1,763 

1. 203 
2,467 

2, 363 

3,115 
4,190 
1.939 
1,134 
2,274 

1,755 
893 
2,705 
4,463 
1,242 

4,338 
1,308 
2.475 
2,352 
3,371 

3,99l4 
1,628 
2,132 
5,088 I 

1,310 i 
1, 238 I 
1,842 , 
3,296 i 

922 i 
1,532 ; 
1,835 
1,195 



Total. 



1,262 
648 

1,503 
317 
906 

594 
084 
1,674 
717 
208 

797 
1, .575 
1.080 
1.941 

514 

1,588 

888 

1,479 

1,183 

900 

1,538 
1, 742 
1,367 
870 
1,157 

2,675 
2,201 
939 
2, 132 
2,012 

1.213 
707 
278 

1, 405 
1,168 

3,182 
1,044 
006 
1,570 
1.107 

831 

1,649 

822 

522 

1,680 

1,208 
570 
1,279 
2,159 
1,242 

1,567 
566 
2,424 
1,284 
2,999 

2,558 

1,206 

901 

2,424 

829 

475 

1,609 

2, 898 



1,206 
1,145 



658 
357 
678 
"196 
483 

305 
360 
896 
375 

88 

404 
837 
532 
902 

278 



439 
701 
021 
462 

820 
797 
736 
461 
605 

1,479 
1,139 
517 
1,118 
1,012 

594 
370 
136 

762 
558 

1,239 
567 
315 
849 
575 

450 
805 
432 
266 
942 

627 
296 
664 
1, 081 
686 

810 
270 

1, 303 
693 

1,671 

1,393 
653 
443 

1,254 

402 

231 

905 

1,496 

427 ' 
586 
540 
362 



Fe- 
male. 



604 
291 
825 
121 
423 

289 
324 
778 
342 
120 i 

393 

738 ' 
548 > 
97ft ' 



761 
449 

718 
562 
438 

718 
945 
631 
409 
552 

1,196 
1,062 
422 
1,014 
1,000 

619 
337 
142 
643 
610 

1,943 
477 
291 
721 
532 

381 
844 
,390 
256 
738 

581 
274 
615 
1.078 
556 

757 
296 

1.121 
591 

1,328 

1,165 
553 
458 

1,170 

427 

244 

704 

1,402 

381 
620 
605 ; 
334 ' 



Col(. 



Total. 



440 
1,726 
1,125 
1,310 
1,497 

228 

1,277 

144 

876 

1. 312 

1,289 
890 
916 

701 
314 



2. 390 

392 

1.759 

423 
2,093 
1,487 

746 
1, 692 

321 

63 

288 

1,592 

923 

931 

1,174 

514 



Male. 



1,186 

2,895 
719 
.597 
897 

1,256 

2,284 

2,547 

1,117 

612 

594 

547 

323 

1,426 

2,304 



2,771 

742 

51 

1,068 
372 

1,436 

422 

1,231 

2, 664 

481 
703 
233 



114 
326 
690 
499 



215 
870 
512 
650 
704 



610 

79 

427 

570 

556 
413 
432 
314 

150 

90 

225 

1,104 

210 



215 
935 
766 
380 
820 

155 
20 
125 
769 
444 

425 
541 
262 



1.319 
373 
287 
415 
611 

1,109 

1, 237 

533 

302 

304 

244 

161 

678 

1,154 



1,353 
340 
23 
518 
195 

087 

193 

585 

1,292 

240 
383 
112 
186 

62 
154 
310 

257 



Fe- 
male. 



225 
856 
613 
660 
793 

130 
667 
65 
449 
736 



477 
484 
387 
164 

106 
347 
1. 286 
182 
891 

208 
1.158 
721 
366 
872 

166 
27 
163 
823 
479 

506 
633 
252 



628 

1 576 
346 
310 
482 
645 

1,175 

1,310 

584 

310 

290 

303 

162 

748 

1,150 



1,418 

402 

28 

550 

177 

749 

229 

646 

1,372 

241 
380 
121 
212 

5:^ 

172 
380 
242 



a Teai-beT's uslimated IVom number ami race of scliools. 



62 



EDUCATION. 



Table 8.— SCHOOL ENROLLMf^NT, CENSUS OF 1890: PUBLIC COiMMON .SCHOOLS, BY COUNTIES— Cdiitinneil. 

IDAHO. 

1880. Population 32, 610. Eurolled in public common schools 5, 834 

1890. Pojiulation 84, 385. Eniollecl in public common schools 14, 311 

Gain of population 158. 77 per cent. Gain of enrollment in public common schools 145. 30 per cent. 

PUBLIC COMMON SCHOOLS OF IDAHO FOR THE YEAR ENDED SEPTEMBER 1, 1890. 







TEACHERS. j i 


PUPILS. 






COUNTIES. 


-Aggre- 
gate. 


White, (a) 


Colored. ! 


Aggro- ' 
gate. 


White, (d) 




Colored. 




Total. 


Male. 


Fe- 
male. 

208 

16 

23 

7 

15 

11 

9 
4 
4 
15 
6 

26 
6 
7 

11 

17 
11 
5 
15 


Total. 


Male. 



Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 1 


M^'l- ' lie. 




389 


389 


181 


14, 311 


14, 311 


6,943 


7, 368 


1 















Ada 


33 
35 
22 
35 
17 

26 
9 
6 

24 
9 

47 
10 
15 
19 

30 
16 
11 
25 


33 
35 
22 
35 
17 

26 
9 
6 

24 
9 

47 
10 
15 
19 

30 
16 
11 
25 


17 
12 
15 
20 
6 

17 
5 
2 
9 
3 

21 

4 
8 
8 

13 
5 
6 

10 








2 136 


2.136 
526 
702 

2.349 
454 

917 
210 
215 
621 
254 

1,401 
282 
816 
260 

1.064 
191 
615 

1,299 


1.036 
255 


1.100 
271 




i 


AlturJis 








526 

702 

2.349 

454 

917 
210 
215 
621 
254 

1.401 
282 
815 
260 

1.064 
191 
615 

1.29Ei- 












::;::::; 


341 1 361 

1. 140 1, 209 

220 2.34 

445 472 
















] 










: i:: .. ... 




















102 
104 
301 
123 

680 
139 
386 
126 

550 
93 
272 
630 


108 
111 
320 
131 

73) 
143 
429 
134 

514 
98 
343 
669 


; 












1 
























1 












1 






































Oneida (c) 

Owyhe.e - 










j 




















i 



























1L.I.IIVOIS. 

1880. Population .3,077,871. Enrolled in public common schools' 704,041 

1890. Po]iulatiou 3, 826,351. Enrolled in public common schools 778,319 

Gain of population 24. 32 per cent. Gain of enrollment in public common schools 10. 55 per cent. 

PUBLIC COMMON SCHOOLS OF ILLINOIS FOR THE YEAR ENDED JUNE 30, 1890. 



COUNTIES. 



The State . 



Adams 

Alexander . 

Bond 

Boone 

Brown 



Bureau 

Calbouu 

Carroll 

Cass 

Chamijaign . 



Christian. 

Clark 

Clay 

ClintoD . . . 
Coles 



Douglas... 
Dupage . .. 

Edgar 

Edwards .. 
Ethngham. 



Fayette - . 

Ford 

Frai.klin . 
Fultou . . . 
Gallatin . . 



Aggre- 
gate. 



316 
63 
125 
143 
110 

344 
38 
-.91 
109 
357 

234 
185 
140 
89 
244 



Coolc i 3. 251 

Crawford 177 

Onmberland 151 

Dekalb 308 

Dewitt 



158 
126 
249 



190 
190 
110 
344 

82 



White. (!)) 



312 
45 
125 
143 
110 

.344 
38 j 
191 
109 

357 

234 
185 
140 
.89 
244 

3. 251 
177 
151 
308 
163 

158 
126 
249 



190 
190 
110 
344 

81 



Male. 



59 
35 
123 

104 
82 
69 
38 

101 



77 
04 
68 
60 



105 
52 
82 

109 
56 



Fe- 
jnale. 



231 
32 
69 

130 
76 

267 
16 

132 
74 

234 

130 
103 
71 
51 
143 

2.989 
100 

87 
240 

97 

91 
95 
170 
49 
34 

85 
138 

28 
235 

25 



Total. !: Male 



1 ! 



Fe- 
male. 





White. Ill) 






Colored. 




gate. 


Total. 

772, 860 


Male. 


Fe- 
male. 


Total. Male. 


Fe- 
n)ale. 


778, 319 


394, 501 

5.619 
985 
2 166 
3,370 
1,533 

4,014 
940 
2,36] 
1,938 
5, 820 

4.160 
3,111 
2,481 
1,941 
3, 940 

74, 445 
2, 695 
2,319 
3,317 
2,179 

2,412 

2, 19(1 

3, 543 
1,470 
2,195 

3, 45] 
2, 330 
2,722 
5,341 
1 , 992 


378, 369 


5, 450 

290 
993 


2, 692 

140 
522 


2, 767 


11, 534 
2. 975 
4 298 


11,244 
1.982 
4,298 
2,766 
3, 059 

8, 090 
1.819 
4,554 

3, 817 
11,278 

7.919 
6,305 
4,673 
3,529 
7,875 

149, 625 
5. 139 
4,568 
6, 479 

4, 319 

4, 743 
4,191 
6. 923 
2,774 
4, 305 

0,610 
4, 595 
5, 171 
10, 590 
3. 809 


5,625 

997 

2,132 

1.396 

1, 526 

4,076 
879 
2. 193 
],879 
5. 452 

3,759 

2, 994 
2,192 

1, 588 

3, 929 

75, 180 
2,444 

2, 249 

3, 162 
2, 140 

2, 331 
2,001 

3, 380 
1,304 
2,110 

3, 159 
2,265 
2, 449 
5, 249 
1,817 


150 

471 


2. 767 
3 059 


1 


1 




8,090 
1,819 
4,554 




















3, 817 








11.293 
7 919 


io 


7 


S 


6,105 








4,674 
3, .545 
7,924 

150, 901 
5 139 


I 

10 
49 

1,270 


1 
8 
18 

635 


8 
3] 

641 


4 568 ' 








6,489 : 
4, 326 

■', 743 


10 

7 


4 
4 


6 
3 


4.190 
Ij. 925 

2,774 
4 305 


8 
2 


4 

1 


■i 
] 








6,612 
4,595 ' 


2 




,, 






5 171 








10, 5B0 

3, 822 




8 





a Xumbcr ot" lirensed (eat^bers. 



b Includes uiise])aiated colomd. 



(■ Sex of jnijiils reported by IoIh ecuiiity siiperiDtendent. 



INSTITUTIONS. 



63 



Taklk 8.— school enrollment, CENSUS OF 1890: PUBLIC COMMON .SCHOOLS, BY COUNTIES— Coutiimed. 

Il^l-IlVOIS-routinued. 







TEACHERS. 






Aggre 
jiate. 

6, 192 
5,038 
4,987 

7, 931 
1,939 

2,510 
7,610 
9, 249 

6, 983 
5,058 

6,031 
3.853 
.5,696 
4,475 
11,590 

6,455 
2,541 
8,006 
4, 808 
15, 947 

4,176 
6,802 
10,621 
6,074 

7, 157 

6, 057 
13, 568 
8,300 
9, 041 
10, 253 

6,682 
3,089 
4,546 
3, 134 
3,445 

4,857 
2,463 
8,373 
6,690 

3. 927 

7,708 
13,423 

4, 360 
4.893 
8.694 

4,063 
3, 133 
1,219 
.5,415 
4,519 

8,462 
12, O08 

5,830 
12, 235 

4,613 

2,614 
8,985 
2, 451 
7,325 
7,155 

5,801 
12,342 
3,235 
4,930 

4,234 
7,116 
6.665 
7,619 

11,918 
0,847 
7.377 
4, 854 




PUPILS. 








COUNTIES. 


Aggre- 
gate. 


White, (a 


Fo. 
male. 

96 
171 

23 
246 

7 

83 

291 

265 

73 

80 

179 
92 
295 ■ 

211 
93 
264 
152 
463 

72 
210 
378 

99 

182 

193. 




.'oloieil. 


White. («) 






Colored. 






Total. 


Male. 

51 
33 
80 
105 
27 

■M 


Total. 


Male. 


Fe- I 
male. 

- ■ 


Total. 

6, 181 
,5, 039 
4,987 
7,930 
1,841 

2,510 
7,582 
9,249 
6,822 
5,058 

5, 976 
3,819 
5,696 

4, 475 
U, 520 

0,455 

2, 541 
7,844 
4.808 

15.933 

4,160 
6,800 
10, 552 

6, 034 
7,119 

6,037 
13, 493 
8,180 
9,641 
10.113 

0,611 
3,089 
4,546 
3, 134 
3.445 

4,857 

3, 463 

, 8, 322 

6,514 

3, 927 

7,708 
13,310 
4,251 
4,893 
8,623 

3, 997 
3.0i7 
1,219 

5, 389 
4,519 

8,399 
11, 835 

5, 830 
11,733 

4,613 

3,614 
8,985 
3,4.51 

7, 325 
7,155 

5,801 
12,319 
3.235 
4,930 

4,224 
7, 116 
6,616 
7,619 

11,918 
6.847 
7,351 
4,854 


Male-. 

3. 181 
2,344 

2, 659 
4,009 
1,000 

1,263 
3.911 
4, 863 

3, 477 
2,677 

3,026 
1,968 
2,888 
2,344 
3, 832 

3,422 

1, 332 
3,977 
2,505 
8,064 

3,151 
3,561 
5,562 
3, 098 

3, 623 

3,127 
6,747 
4, 179 
4,969 
5, 185 

3,454 
1,536 

2, 309 
1.637 
1. 732 

2,501 
1,325 

4, 256 
:i. 383 

1, 993 

4,070 
6,603 
2,173 

2, 538 
4,471 

2, 073 

1,542 

627 

2, 753 

2, 317 

4.210 
6,320 
3,017 

5, 857 
2,351 

1,360 
4,639 
1,301 

3, 752 
3, 686 

3, 030 
6,287 
1,649 
2,433 

2,130 
3,661 
3,335 
3,919 

6,237 
3, 664 
3.650 
3,562 


Fe- 
male. 


Total. 

■11 
9 


Male. 
3 


Fe- 
male. 




147 
304 
103 
351 
34 

117 
364 
369 
155 
154 

161 
98 

229 
78 

345 

366 
116 
328 
186 
567 

133 
283 
477 
173 
243 

252 
496 
227 
273 
227 

189 

143 

131 

65 

94 

213 
66 
230 
183 
140 

347 
377 
115 
177 
276 

66 
61 

48 
140 
135 

276 
266 
90 
343 
145 

72 
270 
115 
254 
197 

101 

397 

88 

325 

115 
248 
170 
258 

363 
119 

298 
180 


147 
204 
103 
351 
34 

117 


3, 000 
2,485 

2, 328 

3, 921 
841 

1,245 
3,671 
4,386 
3,345 

2. 381 

2,950 
1,851 
2.808 
2,131 
5,688 

3, 033 
1,209 

3, 867 
2,303 
7,869 

2.009 
3,239 

4. 990 
2, 936 

3, 496 

2,930 
6, 746 

4, 001 
4,672 
4,928 

3, 157 
1,553 
2,237 
1,497 
1,713 

2,356 
1.138 
4,066 
' 3,131 
1,934 

3,638 
6,707 
2,078 
2,355 
4.152 

1, 924 
1.475 

592 
3, 636 
2,303 

4,189 

5, 515 
3,813 
3,878 

2, 262 

1,254 
4,346 
1, 50 
3,573 

3, 469 

3, 751 

6, 03a 
1.586 
2,497 

2,094 
3, 455 
3. 281 
3,700 

3. 681 
3,183 
3,701 
3,292 


4 
6 


Grundy 






















1 
98 




1 

43 




' 







35 










Henry. 


364 1 73 
369 ! 104 
152 I 79 
154 ' 74 








28 


10 














3' 


2 


1 


161 


92 


69 










161 
97 

229 
78 

345 

266 
116 
328 
186 
567 

133 
283 
477 
173 
243 

252 
496 
227 
273 
227 

189 
143 
131 
65 
94 

213 
66 
230 
183 
140 

347 
377 
115 
177 
276 

65 
59 

48 
140 
135 

276 
263 
96 
343 
145 

72 
270 
115 

254 
197 

101 

397 

88 

225 

113 
248 
170 
358 

363 
119 
298 
ISO 


84 
37 
50 
56 
50 

55 
33 
64 
34 
102 

61 
73 
99 
74 
61 

59 
130 

88 
119 

no 

61 

39 
48 
22 
32 

64 
30 
82 
63 
34 

98 
78 
41 
73 
120 

41 
31 
10 
52 
49 

48 
123 

78 
124 

34 

35 
125 
33 
72 
53 

61 
1.38 
47 
62 

45 
109 
101 

79 

65 
88 
41 
49 






35 
34 


27 
16 






1 


1 




18 




























70 


34 














Ktndall 






















162 


73 


87 




















14 

16 
2 
69 
40 
38 


8 
6 


6 












Lee 








2 










. 35 
15 
20 


34 




















[g 


M^'Tfi^Tirv 












366 
139 
154 
137 

128 

104 

83 

43 

62 

149 
36 
148 
120 
86 

219 
299 
74 
104 
156 

24 

28 
38 
88 
86 

228 
140 
18 
219 
111 

37 
145 

82 
183 
144 

40 
259 

41 
163 

70 
139 
69 

179 

298 

31 

357 

131 








75 
120 


37 
43 


38 










75 




















140 
71 


64 
40 


76 










31 


Marshall 


































































... 



















31 
176 


29 

78 


''2 










98 












Oirlo 






















113 
109 


57 
48 
























Pike 








71 

66 
116 


40 

35 
46 


;ii 




1 
2 


1 

1 


i 


■!1 




70 














26 


8 




Ricliland 


















63 
173 


38 
80 




St Cliiir 


3 


2 


i 


03 














300 


243 














Scott 






■ 














































































A^erniilion 








23 


11 


T^ 


Wabash 






































"Waviie 














White 








49 


28 


'^i 


Whiteside 










Will 




































26 

.... 


13 




Wuodforrl 

























a Includes uiiseparated colored. 



64 



EDUCATION. 



Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Contiimecl. 

IIVBIAIVA. 

1880. Population 1,978,301. Enrolled in public common schools 512,201 

1890. Population 2, 192, 404. Enrolled in public common schools 505, 516 

Gain of population 10.82 per cent. Loss of enrollment in public common schools 1.31 per cent. 

PUBLIC COMMON SCHOOLS OF INDIANA FOE THE YEAR ENDED AUGUST 31, 1890. 




Parke . . . 
Perry . . . 
Pike 
Porter, 
Posey 

Pulaski 

Putnam 

Randolplx 

Ripley 

Rush' 



a liicliuU'!^ uiiseparatod ci 



INSTITUTIONS. 



65 



Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. 

INBIAIVA— Continued. 

i 





Aggre- 
gate. 


"V 


TEACHERS. 






PUPILS. 








COUNTIES. 


rhite. (a) 


Colored. 


Aggre- 
gate. 


"White, (a) 


Colored. 




Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 




192 
59 
169 
163 
65 

110 
143 
93 
223 
103 

49 
227 

88 
244 

196 
103 
142 
150 

213 
127 
137 
142 


192 

59 

169 

163 

65 

110 
143 
93 
222 
103 

49 
208 

88 
238 

196 
102 

142 
150 

213 
127 
13 
142 


88 
40 
108 
82 
43 

27 
83 
34 
77 
83 

23 
49 
39 
66 

80 
33 
104 
112 

80 
75 
77 
73 


104 
19 
61 
81 
22 

83 
60 
59 
145 
20 

26 
159 

49 
172 

116 
69 

38 
38 

133 
52 
60 
69 








7,336 
2,289 
6,726 
5,197 
2,050 

3,449 
5,326 
3,362 
7,971 
4,870 

1,791 
8,544 
3,192 
9,545 

6,813 

2, 878 
5,522 
5,068 

7,546 
5,853 
4,474 
4,707 


7,233 
2,289 
6,726 
5.197 
2,056 

3,449 
5,326 
3,362 
7,891 
4,870 

1,791 
7,662 
3,192 
9,291 

6,813 
2,878 
5, 522 
5, 068 

7,320 
5, 853 
4,474 
4,707 


3,706 
1,248 
3,506 
2,679 
1,062 

1, 725 
2,731 
1,700 
3,915 
2,551 

930 
3,906 
1,624 
4,695 

3,482 
1, 469 
2,892 
2,693 

3,610 
3,016 
2,377 
2,469 


3,527 
1,041 
3,220 
2,518 
994 

1,724 
2,595 
1,662 
3,976 
2,319 

861 
3,756 
1,568 
4,596 

3,331 
1,409 
2,630 
2,375 

3,710 
2,837 
2,097 
2,238 


93 


33 


60 


Scott 
























Spencer 






































































1 


1 




80 


45 


35 




1 




















19 


8 


11 


882 


450 


432 






Vi"-o 


6 


5 


1 


254 


118 


136 
























































226 


103 


123 


Wells 










White 
































1 


1 







1880. Poiralation 1,624,615. 

1890. Population 1,911,896. 

Gain of population 17. 68 per cent. 



Enrolled in public common .schools 425, 665 

Enrolled in public common schools 493, 267 

Gain of enrollment in public common schools 15. 88 per cent. 



PUBLIC COMMON SCHOOLS OF IOWA FOE THE YEAR ENDED SEPTEMBER 15, 1890. 



TEACHERS. 



Aggre- 
gate. 





26, 567 






355 
261 
211 
243 
245 

369 
317 
344 
193 
243 

249 
325 
153 
279 
239 

295 
250 
281 
214 
213 

191 
304 
262 
268 
332 

188 
236 
276 
233 

74 

249 
69 
380 
238 
245 








Audubon 




Blaokhawk 




Bremer 






Butler 


Calhoun 


Carroll 


Cass 


Cedar 


Cerro Gordo 




Chickasaw . . 


Clarke 


Clay 




Clinton 




Dallas 




Decatur 






Dickiuson 






Fayette 


Flivd 


Franklin 

ED 5 



"White, (a) 



Total. 



26, 567 



355 
261 
211 
243 
245 



317 
344 
193 
243 

249 
325 
153 
279 
239 

295 
250 
281 
214 
213 

191 
304 
262 
268 
332 

188 
236 
276 
232 
74 

249 
69 
380 
238 
245 



Male. 



5,460 



Fe- 
male. 



21, 107 



271 
208 
180 
167 
169 

284 
256 
282 
163 
190 

208 
264 

128 
208 
183 



54 


241 


29 


221 


76 


205 


34 


180 


34 


179 


39 


152 


58 


240 


41 


221 


67 


201 


74 


258 


64 


124 


50 


186 


42 


234 


46 


186 


20 


64 


39 


210 


15 


64 


72 


308 


31 


207 


40 


205 



Total. 


Male. 


Fe- 
male. 



















































































































































































I 






1 









































4,138 
3,803 

4,887 
5,393 
3,598 

5,959 
6,386 
6,863 
3,601 
5,048 

3,756 
4,350 
3,580 
4,840 
6,154 

4,776 
3,733 
4,570 
4,307 
3,066 

2,516 
6,983 
9,140 
5,617 
6,369 

4,488 
4,674 
4,434 
7,464 
1,114 

8,543 
1,128 
6,192 
4,132 
3,739 

a Includes unseparated colored. 



Aggre- 



493, 367 



"White, (a) 



Total. 



491, 997 



4,138 
3,793 

4,887 
5,378 
3,598 

5,958 
6,386 
6,860 
3,598 
5,048 

3,750 
4,350 
3,580 
4,833 
6,152 

4,768 
3,730 
4,567 
4,307 
3,066 

2,516 
6,982 
9, 097 
5,616 
6,366 

4,471 
4,665 
4,434 
7, 363 
1,114 

8,506 
1,128 
6,182 
4,132 
3,732 



Male. 



251, 157 



2,183 
2,042 
2,526 
2,738 
1,858 

3,096 
3,142 
3,580 
1,790 
2,679 

1,959 
2,158 
1,838 
2,533 
3,185 

2,390 
1,836 
2,335 
2,221 
1,522 

1,366 
3,541 
4,536 
2,848 
3,192 

2,241 
2,304 
2,336 
3,659 
561 

4,283 
585 
3,174 
2,084 
1,928 



Fe- 
male. 



240, 840 



1,956 
1,751 
2,361 
2,640 
1,740 

2,862 
3,244 
3,280 
1,808 
2,369 

1,791 
2,192 
1,752 
2,300 
2,967 

2,378 
1,894 
2,232 
2,086 
1,544 

1,150 
3,441 
4,561 
2,768 
3,174 

2,230 
2,361 
2,098 
3,703 
553 

4,223 
.543 
3,008 
2,048 
1,804 



Colored. 



Total. 



15 



102 
37 



Male. 



Fe- 
male. 



51 



21 
"5 
"3 



66 



EDUCATION. 



Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. 

lOWA-Continued. 



TEACHERS. 



COUNTIES. 



Aggie 
gate. 



Fremont 

Greene 

G-rundy 

Guthrie 

Hamilton 

Hancock 

Hardin 

Harrison 

Henry 

Howard 

Humboldt 

Ida 

Iowa 

Jackson 

Jasper 

•lefferson 

.Johnson 

.Jones 

Keokuk 

Kossuth 

Lee 

Linn 

■ Louisji 

Lucas 

Lyon 

Madison 

Mahaska 

Marion 

Marshall 

Mills 

Mitchell 

Monona 

Monroe 

Montgomery . . 
Muscatine 

O'Brien 

Osceola 

Pa.Tg 

Pafo Alto ..... 
Plymouth 

Pocahontas . . . 

Polk 

Pottawattamie 

Poweshiek 

Ringgold 

Sac 

Scott 

Shelby 

Sioux 

Story 

Tama 

Taylor 

IJ nion 

Van Buren 

Wapello 

Warren 

Wiishington 

AA^ayne 

Webster 

Winnebago . . . 

Winneshiek... 

Woodbury 

Worth 

Wright 



285 
347 
217 
335 
279 

146 
315 
338 
264 
170 

179 
240 
311 
260 
408 

221 
448 
319 
307 
245 

248 
493 
190 
197 
157 

301 
354 
291 
353 
180 

206 
294 
183 
256 
241 

220 
124 
288 
171 
246 

206 
522 
601 
319 
276 

270 
274 
302 
277 
304 

397 
294 
281 
235 
249 



305 
267 
331 



261 
407 
160 
222 



White, (o) 



Total. 



285 
347 
217 
335 
279 

146 
315 
338 
264 
170 

179 
240 
311 
260 
408 

221 
448 
310 
307 
245 

248 
493 
190 
197 
157 

301 
354 
291 
353 
180 

206 
294 
183 
256 
241 

220 
124 
288 
171 
246 

206 
522 
561 
319 
276 

270 
274 
302 
277 
304 

397 
294 
281 
235 
249 

298 
305 
267 
331 
99 

261 
407 
160 
222 



Male. 



Fe- 
male. 



220 
291 
171 
245 
232 

115 
245 
281 
213 
135 

154 
168 
231 
221 
315 

185 
392 
284 
241 
186 

188 
431 
148 
156 
121 

226 
287 
223 
280 
110 

160 
244 
155 
193 
194 

170 
92 
228 
141 
189 

178 
429 
462 
250 
227 

208 
204 
204 
215 
224 

324 
224 
232 
189 
202 

231 
272 
184 
274 
58 

2(11 
329 
119 
173 



Colored. 



Total. 



Male. 



Fe- 
male. 



Aggre- 
gate. 



4,402 
4,572 
3,627 
4,951 
4,466 

2,221 
5,394 
6,061 
4,697 
2,890 

2,705 
2,879 
5,206 

6, 062 
6,990 

4,003 
5,778 
5,209 
6,908 
3,517 

6,907 
11,125 
3,214 
4,107 
2,232 

4,700 

7, 429 
6,733 
6,490 
3,872 

3, 608 
4,745 
3,495 
4,577 
5,228 

3, 296 
1,503 
5,810 
2,568 
5,108 

2,609 
13, 914 
10, 017 
5,274 
4,170 

4,092 
8,619 
5,061 
4,300 
6,106 

6,170 
6,049 
4,893 
4,861 
7,277 

5.592 
4,642 
4,941 
6, 925 
1,795 

5, 555 
8,998 
2,548 
3,228 



White, (a) 



Total. 



4,400 

4, 572 
3,625 
4,944 
4,466 

2,221 
5,394 
6,058 
4,606 
2,889 

2,704 
2,879 
5,206 
6,062 
6,971 

3,994 
5,778 
5,197 
6,901 
3,517 

6,657 
11, 073 
3,207 
4,031 
2,232 

4,700 
7,352 
6,730 
6,496 
3,871 

3.608 
4,745 
3,475 
4,565 
5,218 

3,295 
1,503 
5,790 
•3, 568 
5,108 

2,609 
!3,837 
9,998 
5,273 
4,170 

4,092 
8,562 
5,061 
4,300 
5,106 

6,161 

5, 030 
4,884 
4,858 
7,206 

6, 586 
4,626 
4,941 
5,925 
1,795 

5,656 
8,988 
2,548 
3,228 



Male. 



2,377 
2,334 
1,814 
2, 436 
2,354 

1, 220 
2,769 
3,003 
2,355 
1,518 

1,342 
1,468 
2,635 
3,103 
3,509 

2,004 
3,090 
2,733 
3,512 
1,833 

3,413 
5,689 
1,642 
2,085 
1,239 

2,333 
3,776 
3, 395 
3,367 
1,980 

1,809 

2, 356 
1,637 
2,246 
2,761 

1,713 
789 
2,912 
1,173 
2,678 

1,317 
6,749 
5,132 
2,574 
2, 199 

2, 173 
4,653 
2,646 
2,229 
2,506 

3, 125 
2,594 
2,616 
2,474 
3,602 

2,806 
2,330 
2,481 
2,978 
931 

2,855 
4,513 
1,337 
1,696 



Fe- 
male. 



2,023 
2, 238 
1,811 
2,508 
2,112 

1,001 
2,625 
3,055 
2,251 
1,371 



1,362 
1,411 
2,571 
2,959 
3, 462 

1,990 
2,688 
2,464 
3,389 
1,684 

3,244 
5,384 
1,565 
1,946 
993 

2,367 
3,570 
3, 335 
3, 129 
1, 891 

1,799 
2,389 
1,838 
2,319 
2,457 

1,582 
714 
2,878 
1,395 
2, 430 

1,292 
7,088 
4,866 
2,699 
1,971 

1,919 
3,909 
2,415 
2,071 
2,600 

3,036 
2,436 
2,268 
2,384 
3,604 

2,780 
2,296 
2,460 
2,947 
864 

2,700 
4,475 
1,211 
1,532 



Colored. 



Male. 



260 



7 
76 



77 
3 i 



57 



111 
28 
3 

44 



Fe- 
male. 



a Includes unseparated colored. 



INSTITUTIONS. 



(57 



Table S.— .SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. 

KAIVSAS. 

1880. Population 996,096. Enrolled in public eommou schools 246,128 

1890. Population 1,427,096. Enrolled in public eommou schools 399,322 

Gain of population 43. 27 per cent. Gain of enrollment in public common schools 62.24 per cent. 

PUBLIC COMMON SCHOOLS OF KANSAS FOE THE YEAE ENDED JUNE 30, 1890. 



COUNTIES. 



The State . 



Allen (6) 

Anderson (&) . 
Atchison (c) . . 

Barber 

Barton 



Bourbon (d) 

Brown (6) 

Butler 

Chase 

Chautauqua (b) . 



Cherokee... 
Cheyenne - . 

Clark 

Clay (0 (.0 . 
Cloud 



Coffey (6).... 
Comanche . . . 

Cowley 

Crawford (g) . 
Becatur 



Dickinson (&) . 
Doniphan (6) . 

Douglas 

Edwards (/) . . 
Elk 



Ellis 

Ellsworth (6) . 

Finney 

Ford 

Franklin (/) . . 



Garfield . 
Geary ... 
Gove (g) . 
Graham . 
Grant . . . 



Gray (ft).... 
Greeley (g) . 
Greenwood . 
Hamilton. .. 
Harper 



Harvey 

Haskell 

Hodgeman (6) . 

Jackson (&) 

Jefferson 



Jewell 

Johusou 

Kearny 

Kingman (6). 
Kiowa 



Labette (t;) 

Lane 

Leavenworth (c) . 

Lincoln 

Linn ib) 



Logan 

Lyon 

McPherson., 
Marion (6)... 
Marshall (c) . 



Meade (/) (A) 

Miarai(&) 

Mitchell 

Montgomery {g) (6) . 
Morris 



Morton (d) 

Nemaha ig) (b) . 

Neosho (&) 

Ness (i) 

Norton {g) 



12, 260 



112 

lie 

139 
99 

no 

185 
107 
223 



150 
80 
50 
150 
146 

142 
48 
181 
186 
134 

156 
90 

142 
47 

120 

67 
97 
48 



34 
62 
56 
107 
36 

63 
26 

124 
31 

113 

123 

37 

57 

115 

132 

190 

123 

31 

97 

53 

181 
48 

146 
94 

154 

59 
186 
152 
153 
183 

64 

151 
149 
174 
107 

13 
170 
146 

89 
151 



Wliite. (a) 



12, 175 



112 
145 
129 
99 
110 

178 
107 
223 
88 
133 

150 
80 
50 
150 
146 

142 
48 
181 
186 
134 



139 
47 
120 

67 
97 
48 
83 
141 

34 
62 
56 
107 
36 

63 

26 
124 

31 
113 

123 

37 

57 
115 
130 

190 
123 

31 

97 

53 

178 

48 
134 

94 
154 

59 
186 

152 
153 

183 i 

64 
150 
149 
174 
105 

13 
170 
146 

89 
151 



Male. 



4,852 



54 
50 
52 
40 
45 

56 
42 
102 
28 
63 

63 
25 
10 
60 
61 

50 
17 

no 

79 
42 

76 
33 
42 
19 
45 

30 
25 
13 
38 
56 

15 
15 
20 
40 
14 

24 
13 
53 
14 
46 

45 
18 
21 
43 



Fe- 



a Includes unseparated colored. 

b Ntuuber and sex of colored pupils estimated. 

e Colored pupils partly estimated. 

d Sex of teachers based on the report for 1889. 

<-■ Report for 1889. 



7,323 



58 
95 
77 
59 
65 

122 
65 

121 
60 
70 

67 
55 
40 
90 
85 

92 
31 
71 
107 
92 

80 
55 
97 
28 
75 

37 
72 
35 
45 
85 

19 
47 
36 
67 

22 

39 
13 
71 
17 
67 



72 
64 

100 
63 
17 
40 
32 

no 

36 
87 
48 
75 

37 
126 
80 
81 
108 

38 
94 
97 
94 
62 



Colored. 



Total. 



Male. 



38 



Fe- 
male. 



Aggre- 
gate. 



399, 322 



4,518 
4,213 
5,833 
2,504 
3,403 

7,407 
5,748 
7,457 
2,477 
4,496 

8,331 
1.278 
'811 
5,254 
5,760 

5,326 
861 
6,590 
6,296 
2,831 

6,356 
3,626 
5,848 
1,146 
4,154 

1,789 
3,144 
423 
1,883 
5,809 



;,422 
902 

,688 
502 



4.680 

352 

822 

4,510 

5,238 

6,483 
4,762 
477 
2,760 
1,064 

8,364 
623 
7, 238 
3,052 
5,097 

891 
6,346 
5,690 
5,606 
6,983 

1,752 
5,315 
4,602 
7,233 
3, 430 

258 
0,047 
5, 781 
1,426 
3,481 



White, (a) 



Total. 



389, 703 



4,448 
4,113 
5, 102 
2,504 
3, 403 

6,996 
5,628 
7,457 
2,477 
4,436 

8,331 
1,278 
811 
5,254 
5, 745 

5, 266 
836 

6, 448 
6,083 
2,827 

6,296 
3, 426 
5, 321 
1,146 
4,154 

1,789 
3,114 
423 
1,883 
5,809 

388 
2,351 

902 
1,688 

547 

896 
398 

4,240 
622 

3, 870 

4,686 

352 

797 

4,410 

5,113 

6,481 
4,'762 
477 
2,705 
1,060 

8,008 
621 
5,874 
3,042 
4,847 

891 
6,346 
5,680 
5,584 
6,918 

1,752 
5,175 
4,602 
0, 833 
3, 325 

258 
.5,977 
5, 665 
1,426 
3,481 



200, 386 



2,345 
2,122 
2,641 
1,279 
1,713 

3,647 
2,954 
3,832 
1,356 
2, 264 

4,172 

665 

425 

2,609 

3,023 

2,703 
433 
3,355 
3,113 
1,425 

3,301 
1,768 
2,699 
575 
2,124 



1,612 
216 
989 

2,968 

201 
1,202 

477 
825 
287 

461 
208 

2,184 
299 

1,943 

2,395 

206 

405 

2,233 

2,707 

3,280 
2,480 

213 
1,416 

592 

4,000 
308 
3, 069 
1,631 
2,434 

482 
3,269 
3,003 
2, 946 
3,579 

932 
2,616 
2,337 
3,411 
1,697 

133 
3,064 
2,894 

743 
1,835 



Fe- 
male. 



189, 317 



2,103 
1,991 
2,461 

1, 225 
1,690 

3,349 
2,674 
3.625 
1,121 
2,172 

4.159 
'613 
386 

2, 645 

2 722 



2,970 
1,402 

2,995 
1,658 
2,622 
571 
2, 030 

890 

1,502 

207 

894 

2,841 

187 
1,149 
425 
863 
250 

435 
190 

2,056 
323 

1,927 

2,291 

146 

392 

2,177 

2,406 

3,201 
2,282 

264 
1,289 

468 

4,008 
313 
2,805 
1,411 
2,413 

409 
3,077 
2,677 
2,638 
3,339 

820 
2,559 
2,265 
3,422 
1,628 

125 
2,913 
2,771 

683 
1,646 



Colored. 



Total. 



9,619 



70 
100 
731 



411 
120 



60 

25 

142 

213 

4 

60 
200 
527 



25 
100 
125 



55 

4 

356 

2 

1,364 

10 

250 



400 
105 



70 
116 



Male. 



4,611 



30 
60 
325 



184 
60 



30 



10 

30 
15 
68 
123 



30 
100 
200 



25 
3 

160 
1 

610 

7 

125 



200 
59 



/Sex of teachers estmiated on ratio showu in rest of state. 

g Teachers from report of county superintendent to Census Office. 

ft Pupils from report for 1889, 

i Teachers from report for 1889. 



Fe- 
male. 



68 



EDUCATION. 



Table § SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. 

KANSAS— Continued. 





TEACHERS. 


PUPILS. 


COUNTIES. 


Aggre- 
gate. 


White, (a) 


Colored. 


Aggre- 
gate. 


White, (a) 


Colored. 




Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 




192 
164 
117 
78 
184 

146 

9U 
106 
213 
177 

132 
110 
120 
67 
81 

127 
34 

279 
23 

237 

90 
105 
184 
104 

28 

30 
266 
130 
48 
95 

44 
221 

54 
138 

92 
174 


192 
164 
117 

78 
184 

146 
90 
106 
213 
177 

132 
108 
119 
67 
81 

127 
34 

279 
23 

216 

90 
105 
184 
104 

28 

30 
266 
130 
48 
95 

44 
221 

54 
138 

92 
156 


55 
53 
41 
25 
80 

57 
31 
70 
96 
60 

53 
62 
42 
23 
33 

54 

14 

109 

4 

66 

20 
60 
49 
60 
11 

12 
121 
40 
18 
46 

20 
73 
16 
68 
32 
46 


137 

111 

76 

53 

104 

89 
59 
36 
117 
117 

79 
56 
77 
44 
48 

73 

20 
170 

19 
150 

70 
45 
135 
44 
17 

18 
145 
90 
30 
49 

24 

148 
38 
70 
60 

110 








7,092 
4,038 
3,937 
1,733 
4,503 

5,286 
2,748 
2,103 
7,574 
5,798 

.3,856 
3,803 
2,703 
1,743 
2, 117 

4,476 
371 

10, 339 
482 

10, 690 

1,343 
1, 362 
5,046 
2,786 
333 

451 
9,315 
1. 855 

879 
3,409 

587 
6,505 

684 
5,079 
2,862 
9,481 


6,717 
4,023 
3,910 
1,733 
4,503 

5,226 
2,676 
2,103 
7,574 
5,798 

3,856 
3, 723 
2,664 
1,741 
2,117 

4,400 

371 

10, 186 

479 

9,340 

1,343 
1,362 
5,046 
2,686 
333 

451 
9,308 
1,855 

879 
3,259 

587 
6,505 

684 
5,053 
2,852 
8,506 


3,399 
2,146 
2,052 
900 
2,351 

2,724 
1,406 
1,078 
3,953 
3,036 

1,983 
1,964 
1, 290 
905 
1,107 

2,280 
193 

5,149 
240 

4,563 

690 

733 

2,572 

1,427 

157 

224 

4,740 

949 

470 

1,743 

304 
3,409 

376 
2,630 
1,469 
4,150 


3,318 
1,877 
1,858 
833 
2,152 

2,502 
1.270 
1,025 
3,621 
2,702 

1,873 
1,759 
1,374 
836 
1,010 

2, 120 
178, 

5,037 
239 

4,777 

653 

629 

2,474 

1,259 

176 

227 

4,508 

906 

409 

1,516 

283 
3,096 

308 
2,423 
1,383 
4,356 


376 
15 
27 


200 
7 
12 


175 




















15 






; 




Phillips 






















60 

72 


35 
43 


25 


Pratt (6) 


































Kepublic 














Rice (c) 














Eilev lb) 


2 
1 


1 

1 


1 


80 

39 

2 


35 
20 


45 




19 


Rush 




Eu3sell 




















76 


25 


51 


Scott 


















153 

3 

1,350 


79 



641 










1 




21 


12 j 9 

1 












1 








Smilh 




' "1 








Stafford ^b) 




1 


100 


50 


50 


































7 


4 


3 


Thomas 










Trego 






















150 


75 


75 


























Wichita 






















26 
i 10 

975 


8 

3 

460 












7 


Wyandotte (6) 


18 


8 


10 


515 







a Includes unseparated colored. 

/; Number and sex of colored pupils estimated. 

c Teachers from report of county superintendont to Census Office. 



(Z Colored pupils partly estimated. 

e Sex of teachers estimated on ratio sliown in rest of state. 



INSTITUTIONS. 



69 



Table 8 SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. 

KENXITCKY. 

1880. Population 1, 648,690. Enrolled in public common schools 292, 4li7 

1890. Population 1, 8.58, 635. Enrolled in pubUc common schools 408, 966 

Gain of population i 12. 73 per cent. Gain of enrollment in public common schools 39. 85 per cent. 

PUBLIC COMMON SCHOOLS OF KENTUCKY FOK THE YEA.R ENDED JUNE 30, 18'J0. 



COUNTIES. 



The State . 



Adair 

Allen 

Anderson . 
Ballard.... 
Barren 



BatU 

Bell 

Boone ... 
Bourbon - 
Boyd 



Bovlr 

Brill- lien 

Breatliitt 

Breckinridge . 
Bullitt 



BiitlcT 

Caldwell . 
( 'alloway. 
Campbell . 
Carlisle . . 



Carroll . . . 

Carter 

Casey 

Christian. 
Cliirk .... 



Clay 

Clinton 

Crittenden .. 
Cumberland - 
Daviess 



Edmonson. 

Elliott 

Estill 

Eayette ... 
Fleming- - - 



Floyd - - . - 
Franklin . 
Fulton ... 
G-allatin . . 
Garrard . . 



Grant . 



Graves . . . 
Grayson . . 

Green 

Greenup . 

Hancock . 
Hardin . . . 
Harlan — 
Harrison . 
Hart 



Henderson . 

Henry 

Hickiuan.. . 
Hopkins . . . 
Jackson — 



Jefferson . . 
Jessamine. 
Johnson.. - 

Kenton 

Knott 



Knox 

Laruo 

Laurel 

Lawrence - 
Lee 



Leslie 

Letcher . . - . 

Lewis 

Lincoln 

Livingston . 



Aggre- 
gate. 



9,0ill 



77 
43 
i8 
114 

6i 
57 
57 
73 
56 

48 
58 
70 
120 
47 

90 
73 
81 
127 
40 

43 
73 
73 
169 
65 

85 
39 
74 
54 
143 



56 
101 
81 



Wliite. 



Total. 



129 
102 



50 
130 
57 
85 
94 

131 
71 
55 

114 
00 

514 
44 
60 

125 

18 



44 
40 
86 

54 
55 
49 
43 
54 

33 
55 
68 
105 
40 

83 
62 
72 
136 
37 

38 
73 
68 
108 
48 



65 
48 
118 

19 

52 
54 
73 
74 

77 
G2 
31 
25 



109 
99 
52 
65 

45 
114 
55 
73 
81 

96 
60 
44 
97 
00 

418 
29 
66 

115 

47 

74 
52 
81 
84 
34 



Male. 



3,938 



Fe- 
male. 



3,853 



37 

48 

54 

9 

49 
41 
26 
34 
19 

11 
45 
39 
36 
18 

.53 
21 
49 
27 
45 

31 
32 
32 
10 
39 

56 
24 
16 
9 
11 

32 
64 
51 
26 
23 

27 
58 
53 
37 
51 

39 
29 
22 
47 
43 

41 
10 
54 
30 
40 

49 
27 
51 
53 

17 

30 
50 
38 
23 
32 



45 
43 
26 
42 

18 
5C 
2 
36 
30 

57 
31 
23 
50 
17 

377 
19 
12 
85 

7 

25 
25 
30 
31 

17 

18 

4 

45 

42 



Colored. 



11 ; 
9 
1 



Fe- 
male. 



Aggre- 
gate. 



408. 966 



3,932 
3,308 
2.272 
2,131 
5,511 

3.059 
1.914 
2,316 
2, 675 
3,104 

2, 313 
2,562 
2,546 

4, 574 
1,841 

3,683 

3, 236 
4,310 
7,025 
1,891 

2, 020 
4,178 
2,812 
7,104 
2,693 

2,672 
2, 123 
3,393 
2,484 
6,652 

2,319 
2,877 
2,613 
4,720 

3, 838 

3,090 
3,790 
1,902 
1,164 

2,428 

2,953 
7,361 
5,246 
2,765 
3,343 

2,280 
3,319 
2,109 
3,523 
4,537 

6,135 
3,033 
3,020 

5, 422 
2,357 

26, 490 
1,989 
2,989 
6,604 
1,481 

4,131 
2,296 
4,362 
5,982 
1, 535 

1, 663 
2,191 
3,652 
3, 599 
2,614 



354, 250 



3,314 
3,012 
2,062 
1,728 
4,338 

2,686 
1,843 
2,120 
1,390 
2,909 

1,405 
2,443 
2,481 
4,141 
1,663 

3,476 
2, 668 
3,961 
6,950 
1,766 

1,848 
4,143 
2,689 
3,907 
1,932 

2,508 

2, 032 
3,130 
2,217 
5,534 

2,143 
2,877 
2,553 
3,177 
3,485 

3,083 

3, 007 
1,498 

1, 045 
1,675 

2, 819 
6.529 
5,125 
2, 174 
3,253 

2,109 
2,746 
2,069 
3,068 
3,892 

4,449 
2,547 
2,515 
4,727 
2, 357 

20, 742 
1,225 
2,989 
6,129 
1,449 

3,978 
2,126 
4,231 
5,910 
1,474 

1,663 
2,191 
3,616 
2,825 
2,425 



Male. 



183, 145 



1,760 
1,557 
1,105 
929 
2, 239 

1,383 
953 

1, 050 
673 

1,459 

745 
1.276 
1,321 
2,579 

363 

1,767 
1,368 
1,985 
3,461 
906 

905 

2, 143 
1, 344 
2,133 

946 

1,311 
1,037 
1,600 
1, 129 
2,854 

1,073 
1,468 
1,320 
1,550 
1,865 

1, 569 
1,467 

791 
566 
946 

1,450 

3, 462 

2, 738 
1,216 
1,690 

1,060 
1,223 

1, -228 
1,003 
1,970 

2,298 
1,300 
1,204 
2,403 
1,294 

10, 512 

643 

1,501 

3,156 

852 

2,071 
1,132 

2, 21C 

3, 426 
680 

756 
1,330 
1,845 
1,329 
1,296 



Fe- 
male. 



1,554 

1,455 

897 

799 

2,149 

1,303 
800 

1,070 
717 

1,510 

660 
1,167 
1,160 
1, 562 

800 

1, 709 
1,300 
1,976 
3, 489 
860 

883 
2,000 
1,345 
1,774 

986 

1.197 

995 

1,530 

1,088 



1,070 
1,409 
1,233 
1,627 
1,620 

1,514 

1,540 

707 

479 

729 

1,369 
3,067 
2.387 
958 
1, 563 

1,049 
1.523 
841 
1,465 
1,922 

2, 151 
1,247 
1,251 
2,324 
1,063 

10, 230 

582 

1,488 

2,973 

597 

1,907 

994 

2,021 

2,484 

794 

907 

861 

1,771 

1,490 

1, 129 



Colored. 



Total. 



296 

210 

403 

1,123 

373 
71 
196 
I, 285 
135 

908 
119 
65 
433 

178 

207 
568 
349 
75 
1-25 

172 

35 

123 

3,197 

760 

164 

91 

263 

267 

1,118 

176 



60 

1,543 

353 

7 
783 
404 
119 
753 

134 
832 
121 
591 
90 

171 
573 
40 
455 
645 

1.686 
486 
505 
695 



,748 
764 



475 
32 

153 

170 

131 

73 

61 



36 

774 
189 



Male. 



310 
160 
130 
203 
551 

195 
39 
96 

630 
67 

460 
60 
35 

287 
37 



231 
184 
35 
68 



20 



,506 
366 



41 
140 
137 
547 

80 



28 
625 
185 

3 

361 

193 

54 

410 

60 
411 

58 
301 

39 

87 
285 

25 
239 
307 

848 
241 
358 
347 



2,416 
331 



239 
20 

89 
81 
74 
41 



20 

365 

81 



70 



EDUCATION. 



TaB],e 8.— school enrollment, CENSUS OF 1800: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. 

KE.^TUC! KV— CuntiniiMl. 





TKACHEBS. 






PITPTI.S. 








COUNTIES. 


Aggre- 
gale. 

132 
42 
80 

66 
104 

62 
64 
57 
3D 
85 

77 
30 
66 
60 

74 

48 
74 
105 
76 
53 

125 
33 
87 
41 
80 

47 
115 

26 
154 

20 

54 
41 
65 
70 
76 

54 
40 
60 
79 

82 

36 
84 
135 
72 
93 

91 
96 
41 
51 


"White. 




Colored. 




Aggre- 
gate. 


wiiiff. ; 

i 


(.'olored. 




Total. 


Male. 


Fe- 
male. 

60 
11 
38 
31 
49 

12 
33 
17 
7 
42 

28 
5 
35 
29 
20 

24 
26 
40 
34 
28 

39 
11 
27 
18 
32 

4 
14 

9 
64 
13 

19 
22 
10 
28 
37 

15 
21 
24 
20 
23 

18 
46 
47 
41 
47 

43 
26 
13 
23 


Total. 


Male. 

12 
8 
U 

14 

.5 
1 


Fe- 
male. 

22 
5 
9 
2 

19 

1 
7 
1 


Total. 


Male. 

2,075 
797 
1, 508 
1.394 
1,698 

1,423 
1,216 
1,498 
650 
1, 313 

1. 253 
755 
1.423 
1,290 
1,645 

902 
1,591 
1,994 
1,091 
1,151 

2,819 
409 

1.569 
940 

1,995 

592 
2,435 

486 
3,524 

700 

1.515 
824 

1,242 
990 

1,018 

970 

600 

1,015 

1,186 

1,116 

687 
1. 760 
2,436 
1,451 
1,912 

2,009 

2,394 

895 

533 


Fe- 
male. 


Total. 


MMv. 


Fe- 
male. 




98 
29 
60 
51 

71 

61 
52 
55 
30 
60 

66 
29 
51 
53 
66 

34 
73 
89 
60 
45 

116 
24 

79 
41 
77 

46 
113 

23 
145 

24 

63 
40 
52 
50 
56 

42 
32 
50 
55 
61 

33 
72 

100 
60 

- S7 

78 
92 
40 
32 


38 
18 
22 
20 
22 

49 
19 
38 
23 
24 

38 
24 
19 
24 
45 

10 
47 
43 
26 
17 

77 
13 
52 
23 
45 

42 
99 
14 
81 
11 

34 
18 
42 
22 

18 

27 
11 
26 
35 
38 

15 
26 
53 
19 

40 

66 

27 

9 


34 
13 

'I 
33 

1 
12 
2 


5, 042 
2, 003 
4,417 
2,774 
4,424 

2,797 

2, P23 

3, 034 
1,100 
3, 602 

2,786 
1,389 
3, 261 
2, 700 
3,206 

2,413 
3,120 
4,313 
2,608 
2, 466 

6,168 
1,145 
3,952 
1,724 
4,041 

1.261 
4; 221 
1,038 
7, 209 
1,710 

2, 507 
1.650 
2, 308 
2,865 
2,740 

2,565 
1,616 
2,822 
3,847 

2, 916 

1,592 
3,941 
6,594 
3,269 

3, 767 

4,626 
4,697 
1,880 
1,957 


3,743 
1.512 
3, 308 
2,637 
3.139 

2, 782 
2,411 
2,948 
1,100 
2,833 

2. .396 
1,373 
2,658 

2, 482 
2,985 

1,709 
3,101 
3,771 
2, 145 
2,208 

5,851 

796 

3, 564 

1,724 

3, 950 

1,214 
4,196 
967 
0,863 
1,645 

2,466 
1.626 
2,258 
1,964 

2, 010 

1,882 
1,240 
2,130 
2,272 
2,124 

1,533 

3, 341 
4,831 
2, 935 
3, 637 

4,073 
4,638 
1,852 
1,224 


1,668 
715 
1,710 
1,243 
1,531 

1,357 
1,195 
1,450 
450 
1,520 

1,143 
618 
1,235 
1,192 
1,340 

807 
1,510 
1,777 
1,054 
1,057 

3,032 
387 

1,995 
734 

1,955 

622 
1.761 

481 
3,341 

945 

951 
802 
1,016 
974 
992 

912 

640 

1,115 

1,086 

1,008 

846 
1,581 
2,395 
1,484 
1,725 

2,004 

2,144 

957 

691 


1, 299 
491 

1, 109 
137 

1,285 

15 

512 

86 


C66 
254 
553 
85 
644 

7 
267 
46 


633 




237 








52 




641 




8 




245 


Marshall 


40 








19 

U 
1 

12 
7 
9 

11 
1 
16 
10 
8 

9 
9 
8 


10 

1 
4 
7 
8 

.") 
1 

7 
- 
4 
1 


9 
4 

S 

i 

9 

io' 

I 

5 
3 
6 


769 

390 
lU 
603 
218 
20| 

704 
19 
542 
463 
258 

317 
349 

388 


369 

189 

8 

236 

117 

1 05 

335 
7 
244 
225 
140 

142 
173 
180 


400 




201 


Menifee 


8 




347 


Metcalfe. 


101 




116 




349 




12 




298 




238 




118 




175 


Oldham 


176 




208 









3 

1 
2 
3 
9 
2 

1 

1 

3 

20 

21 

12 
8 
10 
24 
21 

3 
12 
35 
12 

6 

13 
4 
1 

19 


2 

1 
1 
1 
5 

1 

i 

11 

6 

1 ^ 
3 

8 

17 

15 

S 

22 
4 
3 

13 
3 
1 
6 


1 

i' 

2 

4 

1 

1 
1 
2 
9 
15 

3 
5 
2 
7 
6 

3 
3 
13 

8 
3 

"i' 

is' 


91 

47 
25 
71 
344 
65 

41 

24 

50 

901 

730 

683 
276 
692 
1.575 
792 

59 

600 

1,763 

334 

130 

652 

159 

28 

733 

-• 


46 

24 

34 
200 
30 

14 

12 

25 

432 

374 

338 
144 
315 
771 
401 

25 
286 
826 
103 

62 

263 
77 
13 

401 


45 




23 


Pike 


17 


Powell 


37 


Pulaski 


144 




35 




27 




12 




25 




469 


Skelby 


356 




345 




132 




377 


Todd 


804 


Triira: 


391 




34 




314 




937 




171 


"Wayne 


68 
289 


"Whitley 


82 


Wolfe.' 


15 




332 







INSTITUTIONS. 



71 



Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS. BY COUNTIES-Continued. 

liOUlSIAIVA. 

1880. Population 939,946. Enrolled iu public common schools 81,012 

1890. Population 1,118,587, Enrolled in public common schools 124,372 

Gain of population 19.01 per cent. Gain of enrollment in public counnon schools 53. 52 per cent. 

PUBLIC COMMON SCHOOLS OF LOUISIANA FOE THE YEAR ENDED DECEMBER 31, 1889. 



PAEISHES. 



The State 

Acadia 

Ascension 

Assumption 

Avoyelles 

Bienville 

Bossier 

Caddo 

Calcasieu 

Caldwrell 

Cameron 

Catahoula 

Claiborne 

Concordia 

DeSoto 

East Baton Kouge. . . 

East Carroll- 

East Feliciana 

Franklin 

Grant 

Iberia 

Iberville 

Jackson 

Jefterson 

Lafayette 

Lafourche 

Lincoln 

Livingston 

Madison 

Morehouse 

!Natcbitoclies 

Orleans 

Ouachita 

Plaq uemines 

Pointe Coupee 

Rapides 

Red Hiver 

liichland 

Sabine 

St. Bernard 

St. Charles 

St. Helena 

St. James 

-St. John the Baptist 

St. Landry 

St. Martin 

St. Mary 

St. Tammany 

Tangipahoa 

Tensas 

Terrebonne 

Union 

Vermilion 

Yernon 

"Washington 

Webster 

"West Baton Rouge. . 

West Carroll 

West Feliciana 

Winn 



Aggre- 
gate. 



2,678 



35 
39 
27 
55 
17 

60 
65 
50 
19 
16 



85 
22 

III 

ob 

27 
43 
13 
32 
32 

50 
38 ! 
21 
19 
47 

67 
26 
2B 
49 

41 



48 



White. 



Total. 



1,922 



3.5 
23 
19 
34 
15 

35 
30 
48 
12 
13 

41 
57 
9 
53 
39 

7 
28 
10 
27 
24 

17 
31 
21 
15 
36 

47 
23 
ID 
29 
33 

407 
19 
23 
29 
65 

23 
14 
22 
10 
6 

11 
40 
16 

24 
25 
41 
10 
3D 

62 

21 
46 
17 
39 



16 


11 


22 


17 


27 


11 


35 


33 



Male. 



21 



33 

5 
5 

34 
26 

3 
13 

5 

2 

5 

4 
14 
16 

1 
21 

2 
10 
17 

27 i 
8 I 



Fe- 
male. 



1,204 



10 
16 

19 
6 

10 1 

10 

28 



16 
10 
19 
5 
19 

20 
15 
10 
19 

17 

388 
13 
13 
19 
37 



Colored. 



Total. 



513 



Fe- 
male. 



10 
10 



18 
14 

i 
10 I 
* I- 

V: 

16 

4 



124, 372 



836 
1,700 
1,124 
2,617 

915 

2,196 
2,410 
1,951 
2,275 
872 

1. 825 
3,766 
941 
2,530 
1,628 

1,395 
1,293 
355 
1,333 
1,939 

1.965 
1,426 
1,021 
574 
1,940 

2,579 
712 
1,230 
8,805 
6,835 

21, 136 
1.618 
1. 369 
1,268 
2,797 

1,219 
458 

3,318 
371 



1,224 
1.070 

810 
1.847 

987 

2,748 
1.306 
1,988 
1,791 
2.153 

3,312 
698 
3,181 
1,033 
2,241 

396 

557 

921 

1,220 



White. 



74, 988 



836 
779 
586 
1,377 
769 

905 

865 

1,886 

1,100 



1,341 
2,532 
170 
1,329 
1,006 

160 
507 
220 
998 
1,245 

349 

1,024 

585 

374 

1,302 

1,761 

620 

159 

4, 320 

5,006 

16, 278 

592 

670 

569 

2,261 

641 
219 
2. 732 
'l70 
169 

505 
325 
362 
1,166 
611 

720 
791 

1,307 
171 

1,103 

3,068 
554 

2,992 
631 

1.066 

236 

261 

215 

1.115 



Male. 



38, 619 



501 
386 
360 
874 
433 

465 
470 
1,033 
570 
157 

728 

1.320 

83 

664 

494 

84 
248 
102 
545 
694 

179 
556 
294 
230 
692 

866 

315 

68 

2,065 

2,581 

7,508 
330 
398 
267 

1,162 

331 

118 

1,343 

86 

92 

285 
200 
212 
671 
375 

356 
423 
658 
85 
617 

1,057 
397 

1,646 
334 
566 

107 
147 
114 
677 



Fe- 
male. 



36, 369 



335 
393 
226 
503 
336 

440 
395 
853 
530 
151 

613 

1,212 

96 

665 

512 

76 
259 
118 
453 
551 

170 
468 
291 
144 
610 



305 

91 

2,255 

2,425 

8,770 
262 
272 
302 

1,099 

310 

101 

1,389 

84 

77 

280 
135 
150 
495 
236 

364 
368 
649 
86 
486 

1,011 
157 

1,346 
297 
500 

129 
114 
101 
438 



Total. 



Colored. 



Male 



49, 384 



921 

538 

1,240 

146 

1,291 
1,545 

65 
1,175 

64 

484 
1,234 

762 
1,201 

622 

1,236 
785 
135 
335 
694 

1,616 
402 
436 
200 
638 

818 

92 

1,071 

4,485 

1,829 

4,858 

1,026 

699 

699 

536 

578 
239 
586 
201 
679 

659 
745 
448 
681 
376 

3,028 

515 

681 

1,620 

1,050 

1,244 
144 
189 
403 

1,175 

160 
296 
706 
105 



Fe- 
male. 



24, 999 1 24, 385 



481 

281 

670 

67 

704 

747 

31 

570 

27 

250 
660 
366 
538 
309 

641 
369 
68 
161 
338 

805 
216 
208 
124 
318 

408 
44 

536 
2,290 
1,014 

2,397 
453 
378 
333 
268 

297 
115 
296 
110 
338 

338 
423 
264 
374 
219 

1,029 
259 
283 
790 
556 

655 

92 

83 

185 

583 

82 
143 
356 

60 



440 
257 
570 
79 

587 
798 

34 
605 

37 

234 
574 
396 
663 
313 

594 
4)6 
67 
174 
356 

811 
186 
228 
76 
320 

410 

48 

535 

2, 195 

815 

2,461 
673 
321 
366 
268 

281 
124 
290 
91 
341 

321 
323 
184 
307 
157 

999 
256 
398 
830 
494 

589 
52 
106 
217 
592 



153 
350 

45 



72 



EDUCATION. 



Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. 

MAIIVE. 

1880. Population 648,936. Enrolled iu public common schools 150,811 

1890. Population 661,086. Enrolled in public common schools 1,39,679 

Gain of population 1.87 per cent. Loss of enrollment in public common schools 7,38 per cent. 

PUBLIC COMMON SCHOOLS OF MAINE FOR THE YEAR ENDED APRIL 1, 1890. 





TEACHERS. 


PDPILS. 





COUNTIES. 


Aggre- 
gate. 


White. 


Colored. 


Aggre 
gate. 


White, (a) 


Colored. 




Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


The State 


6,080 


6,080 


61,412 


c4, 668 








139, 679 


139, 569 


68, 691 


70, 878 


110 


58 • 52 










.4 ndroscoggin 


314 
515 
629 
239 
400 

425 
257 
260 
441 
684 

182 
145 
368 
385 
384 
452 


314 
515 
629 
239 
400 

425 
257 
260 
441 
684 

182 
145 
308 
385 
384 
452 


56 
98 

112 
61 

115 

80 
69 
81 
125 
146 

38 

20 

72 

132 

102 

105 


258 
417 
517 
178 
285 

345 
188 
179 
316 
538 

144 
125 
296 
253 
282 
347 








7,771 
13,313 
17,0(10 
4, 052 
9,579 

10, 201 
7,306 
4,782 
7,366 

14, 885 

3,551 
4,379 
6,910 
6,533 
11,003 
10,968 


7, 764 

13, 313 
17, 058 

4,052 
9,579 

10, 177 
7,304 
4,779 
7,352 

14, 874 

3,551 
4,362 
6,910 
6,529 
10, 999 
10, 966 


3, 831 
6,907 
8,616 
2,015 
4,543 

4,994 
3,463 
2,297 
3,577 
7,386 

1,699 
2,021 
3, 570 


3,933 
6,406 
8,442 
2,037 
5,036 

5,183 
3,841 
2,482 
3, 775 
7,488 

1,852 
2,341 
3,340 


7 


1 

4 ! 3 


A roDstook 








Cumberland 








32 


24 8 


Franklin 








Hancock 












Kennebec 








24 

2 

3 

4 

(ill 


10 j 14 

1 I 1 
1 i 2 


Knox 








Lincoln 








Oxford 








Penobscot 













Piscataquis 










Sasad,llioe 








17 




' ' I'l 


Sonicrset 










Waldo 








4 
4 
2 


2 

1 


2 
3 
2 


Washington 








5', 514 1 .51485 


York 



















• 





MARVIiAlVn. 



1880. Population 934^ 943. 

1890. Population 1, 042, 390. 

Gain of population 11. 49 per cent. 



Enrolled in public common schools 149, 981 

Enrolled iu public commou schools 184, 251 

Gain of enrollment in public common schools 22. 85 per cent. 



PUBLIC COMMON SCHOOLS OF MARYLAND FOR THE YEAR ENDED .JULY 31, 1890. 



The State. -- 

Allegany 

Anne Arundel (e) 

Baltimore 

Baltimore city- . . - 
Calvert 

Caroline 

Carroll 

Cecil (e) 

Charles 

Dorchester 

Frederick 

Garrett 

H.lrford 

Howard (e) 

Kent 

Montgomery (e) . . 
Prince George (e) 

Queen Anne 

Saint Mary 

Somerset 

Talbot 

Washington 

Wicomico 

Worcester 



TEACHERS. 



Aggre- 
gate. 



3,826 



165 

117 

243 

1,187 

43 



152 

134 

67 

143 

215 
110 
136 
63 

78 

104 
83 
81 
65 
95 

83 

206 

85 

93 



White. 



Total. 



3,346 



160 
81 

204 

1,171 

26 

60 
144 
120 

42 
105 

188 
110 
114 
47 
01 

76 
57 
63 
47 
72 

65 
192 
67 
74 



Male. 



28 
16 
64 
111 

7 



13 
20 
41 

98 
57 
18 
11 
13 

33 
14 
19 

25 
11 

14 

107 

26 

18 



Fe- 
male. 



132 
65 

140 

1,060 

19 

53 
56 
107 
22 
64 

90 
53 
96 
36 

48 

43 
43 
44 
22 
61 

51 
85 
42 
56 



Colored. 



Total. Male. 



480 



207 



a Includes unseparated colored. 

b Number of male teachers employed in fall and winter terms. 

c Number of female teachers employed in spring and summer terms. 



Fe- 
male. 



Aggre 
gate. 



184, 251 



8,357 
4,666 
11,302 
63, 545 
2,099 

3,733 
6,836 
5,538 
2,956 
5,496 

10, 345 

3, 473 
0,999 
3,053 
3,692 

5,737 

4, 724 
4,204 
2,796 
4,466 

4,085 
8,719 
4,473 
3,957 



White. 



Total. 



8,099 
2,675 
9,788 
,54,247 
1,111 

2,676 
6,386 
4,800 
1,586 
3,665 

9,051 
3,441 
4,839 
2,276 
2,354 

3,773 
2,737 
2,964 
1,685 
2, 930 

2,760 
8,175 
3,440 
2,866 



Male. 



3,978 

1, 377 

5,273 

27, 117 

598 

1,458 
3,347 
2,471 
859 
1,904 

4,942 
1,812 
2,421 
1,171 
1,253 

1,942 
1.409 
1,591 
804 
1,427 

1,436 
4,496 
1,667 
1,475 



Fe- 
male. 



71, 936 



4,121 

1,298 

4,515 

27, 130 

513 

1,218 
3.039 
2,329 
727 
1,761 

4,109 
1,629 
2,418 
1,105 
1,101 

1,831 
1,328 
1,373 
731 
1, 503 

1,324 
3,679 
1,773 
1,391 



Colored. 



Total. 



36, 027 



258 
1,991 
1,514 
9,298 



1,057 

450 

738 

1,370 

1,831 

1,294 

32 

1,160 

777 

1,338 

1,964 
1,987 
1,240 
1,211 
1,536 

1,325 

544 

1,033 

1,091 



Male. 



Fe- 
male. 



17, 932 18, 095 



(/ Indians. 

e Sex calculated bv the ratio shown in the rest of the state. 



138 
991 
779 
4,234 
560 

604 
237 
367 
642 
952 



628 
387 
698 

978 
989 
702 
580 
741 

691 
299 
525 
643 



120 
1,000 

735 
5, 064 

428 

458 
213 
371 
728 
879 

635 
24 
532 
390 
640 

986 
998 
538 
631 
795 

634 
245 
508 
548 



INSTITUTIONS. 



73 



Table §.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES-Continued. 

MASSACHUSETTS. 

18J?0. Population 1, 783, 085. Enrolled in public common .schools 316, 630 

1890. Population 2, 238, 943. Enrolled in public common schools 371, 492 

Gain of population 25.57 per cent. Gain of enrollment in public common schools 17. 33 per cent. 

PUBLIC COMMON SCHOOLS OF MASSACHUSETTS FOE THE YEAR ENDED MAY 1, 1890. 





TEACHERS. 


PUPILS. 


COU.N'TIES. 


Aggre- 
gate. 


White. 


Colored. 


Aggre- 
gate. 


White, (a) 


Colored. 




Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


The State . 


10.324 


10, 317 


1,017 


9,300 


7 




7 


371, 492 


368, 899 


187, 478 


181,421 


2,593 


1,257 


1,336 






222 

562 

827 

32 

1,186 

395 

669 

405 

1,853 

14 

621 

531 

1,486 

1,521 


222 

562 

827 

32 

1,185 

395 

668 

405 

1,853 

14 

621 

531 

1,483 

1,519 


48 
64 
63 
6 
90 

32 
57 
34 
163 

1 

86 
62 
178 
133 


174 

498 

764 

26 

1,095 

363 

611 

371 

1,690 

13 

535 

469 

1,305 

1,386 








5,377 

15,826 

29, 950 

637 

45, 210 

7, 556 

20, 056 
9,725 

73, 109 
375 

21, 954 
15,962 
75, 153 
49, 996 


5, 365 

15, 018 

29, 647 

590 

45, 065 

7, 551 
20, 420 

9,710 

72, 977 

369 

21, 917 
15, 926 
74, 001 
49, 743 


2,795 
7,679 

15,112 
263 

22, 349 

3,864 
10, 474 
4,750 

37, 763 
154 

10, 825 
8,113 

38, 855 
24, 482 


2, 570 
7,939 

14, 535 
327 

22, 716 

3,687 
9,946 
4,960 
35, 214 
215 

11, 092 
7,813 
35, 146 
25, 261 


12 
208 
309 

47 
145 

5 

236 

15 

132 

6 

37 

30 

1,152 

253 


9 

102 
133 
24 
74 

3 

116 

7 

67 

3 

18 

17 

560 

124 


3 
106 
176 
23 


-Berkshire 
















Dukea 








Essex 


1 




1 







Hampden 


1 


'.'...'' .\ 


1 


120 










05 












Norfolk 








19 


Plymouth 

Sufiolk 










3 
2 




3 
2 


592 




1"?9 













mciiroAN. 



1880. Population 1, 636, 937. 

1890. Population 2, 093, 889. 

Gain o f population 27. 92 per cent. 



Enrolled in public common schools 362, 459 

Enrolled in public common schools 427, 032 

Gain of enrollment in public common schools 17. 82 per cent. 



PUBLIC COMMON SCHOOLS OF MICHIGAN FOR THE YEAR ENDED SEPTEMBER 1, 1890. 



The State . 



Alcona. - 
Alger .-- 
Allegan . 
Alpena- . 
Antrim . 



Arenac- 
Baraga . 
Barry . . 
Bay--.- 
Benzie . . 



Berrien . 
Branch . 
Calhoun. 



Charlevoix . 

Cheboygan . 
Chippewa . - 

Clare 

Clinton 

Crawford .. 



Delta . . . . 

Eaton 

Emmet . - 
Genesee . 
Gladwin . 



Gogebic 

Grand Traverse. 

Gratiot 

Hillsdale 

Houghton 



Huron . . 
Ingham . 

Ionia 

Iosco 

Iron 



TE.\CHERS. 



Aggre- 
gate. 



31 

13 
399 

82 
133 



17 
324 
211 

81 

340 
329 
412 
249 
119 

80 
59 
74 
272 
56 

70 
361 

95 
373 

38 



128 
298 
402 
135 

135 

375 

315 

66 

19 



White, (n) 



Total. 



31 
13 

399 
82 

133 

38 
17 
324 
211 
81 

340 
329 
412 
249 
119 

80 
59 
74 
272 
56 

70 
361 

95 
373 

33 

28 
128 
298 
4112 
135 

135 

375 

315 

66 

19 



Male. 



3,561 

13 

3 

92 



Fe- 
male. 



12, 429 

18 
10 

307 
77 



28 

13 

227 

184 



259 
249 
328 
171 
92 

58 
38 
61 
199 
44 

57 
275 

79 
285 

32 



4 24 

19 I 109 

78 220 

115 287 

21 ! 114 



42 
83 
73 



93 
292 
242 

61 

17 



Colored. 



Total. 


Male. 


Fe- 
male. 




































































































































































« 























































PUPILS (BETWEEN' 5 AND 20 YEARS OF AGE). 



Aggre- 
gate. 



427, 032 



a Includes nnseparated colored. 



1,008 
212 
9,465 
2,486 
2, 502 

1,277 
750 
5,934 
9,770 
1,405 

9,371 
6,119 
9,161 
4,890 
2, 321 

2,295 
2,168 
1,477 
5.977 
590 

2,530 
7.788 
1.663 
8. 867 
725 

1,740 
2, 917 
7,470 
6, 930 
6. 560 

6, 500 
8,180 
7.404 
2, 232 

847 

6 Part Indians. 



White, (a) 



Total. 



1,008 
199 
9, 403 
2,486 
2,501 

1,262 
745 
5,928 
9,718- 
1,391 

9,331 
6,107 
9,089 
4.740 
2,310 

2,287 
2, 163 
1,472 
5,972 
590 

2, 530 

7. 782 
1,547 

8, 824 
725 

1, 738 
2,909 
7, 458 
6, 936 
(i, 558 

6, 500 
8,114 
7,398 
2.230 

8J7 



Male. 



216, 470 



533 

81 

4,814 

1,201 

1,206 

596 

361 

3,069 

4,910 

720 

4,808 
2,865 
4,942 
2,514 
1,123 

1,231 
1,151 

741 
3,011 

300 

1,225 

3. 903 
739 

4. 285 
351 

879 
1,557 
3, 791 
3,501 
3,177 

3,359 
4,071 
3,866 
1.116 
508 



Fe- 
male. 



208, 855 



475 

118 

4,589 

1,285 

1,295 



384 

2. 859 
4,808 

671 

4,523 
3,242 
4,147 
2,232 
1,187 

1,056 
1,012 

731 
2,961 

290 

1, 305 

3. 879 
808 

4. 539 
374 

859 
],.352 
3,667 
3, 435 
3,381 

3, 141 
4.043 
3,532 
1,114 
339 



Colored. 



Total. 



61, 707 



cl3 
652 



cl5 
5 
6 

652 
14 

40 
12 
72 
144 
cU 



6 
6116 
643 



Male. 



Fe- 
male. 



3 
3 
29 



45 
82 



809 



5 
19 



7 
2 
3 
23 
12 

17 

7 

27 

62 

6 



23 



45 
3 
1 



c Indians. 



74 



EDUCATION. 



Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Coutinued. 

MlCHlGArV— Continued. 



COUNTIES. 



Isabella 

Jackson 

Kalamazoo . . . 

Kalkaslia 

Kent 

Keweenaw . . - 

Lake 

Lapeer 

Leelanaw 

Lenawee 

Livingston . . . 

Luce 

Mackinac 

Macomb 

Manistee 

Manitou 

Marquette . - - 

Mason 

Mecosta 

Menominee. . . 

Midland 

Missaukee . - - 

Monroe 

Montcalm 

Montmorency 

Muskegon 

INeway ffo 

Oakland 

Oceana 

Ogemaw 

Ontonagon ... 

Osceola 

Oscoda 

Otsego 

Ottawa 

Presque Isle . 
Koscommon . . 

Saginaw 

St. Clair 

St. Joseph 

Sanilac 

Schoolcraft-. . 
Shiawassee... 
Tuscola 

Van Buren . . . 
Washtenaw - - 

Wayne 

Wexford 







TEACHERS 


Aggre- 


White, (a) 








gate. 


Total. 


Male. 


Fe- 
male. 


192 


192 


49 


143 


435 


435 


93 


342 


360 


360 


66 


294 


93 


93 


24 


69 


090 


690 


105 


585 


13 


13 


4 


9 


65 


65 


20 


45 


248 


248 


68 


180 


80 


80 


13 


67 


480 


480 


108 


372 


302 


303 


87 


215 


13 


■13 


9 


11 


56 


56 


12 


44 


185 


185 


47 


138 


139 


139 


31 


108 


7 


7 




7 


128 


128 


20 


108 


118 


118 


24 


94 


177 


177 


30 


147 


114 


114 


14 


100 


110 


110 


18 


92 


74 


74 


23 


51 


269 


269 


72 


197 


331 


331 


64 


277 


33 


33 


9 


24 


264 


264 


40 


224 


204 


204 


37 


167 


412 


412 


97 


315 


170 


170 


46 


124 


59 


59 


15 


44 


28 


28 


9 


10 


157 


157 


31 


126 


40 


40 


12 


28 


67 


67 


17 


50 


251 


251 


57 


194 


39 


39 


25 


14 


29 


29 


3 


26 


414 


414 


83 


331 


300 


300 


52 


248 


301 


301 


65 


236 


190 


190 


81 


109 


33 


33 


13 


20 


287 


287 


75 


212 


248 


248 


65 


183 


334 


334 


89 


246 


401 


401 


95 


806 


762 


762 


95 


067 


131 


131 


24 


107 



Colored. 



Total. 


Male. 


Fe- 
male. 









































































































































































































































































































PUPILS (BETWEEN 6 AND 20 YEARS OP AGE) . 



Aggre- 
gate. 



4,446 
9,203 
7,897 
1,286 
21, 711 

631 
1,440 
7,559 
1,781 
10. 196 

5,266 
352 
1,470 
6,266 
4,317 

221 
6,618 
4,113 
5,023 
5,132 

2,604 
1, 072 
7,071 

7,873 
322 

9,446 
4,680 
8,813 
4,088 
1,124 

635 

3,870 

348 

951 

9,041 



393 

15, 536 

11, 062 

6,013 

8,650 

583 

7,268 

7, 903 

7,571 

8,916 

31. 260 

2,692 



White, (a) 



Total. 



4,407 
9,090 
7,801 
1,286 
21, 703 

631 
1,440 
7,556 
1,696 
10, 167 

5,266 
362 
1,441 
6,263 
4,311 

221 
6,601 
4, 092 
4,912 
5.128 

2,698 
1,072 
7,056 
7,864 
322 

9,440 
4,657 
8,798 
4,067 
1,124 

635 

3,867 

346 

951 

9,028 

890 
393 

15, 520 
11, 058 
5, 987 

8,646 

583 

7,266 

7,892 

7,459 

8,825 

31, 228 

2,686 



2,221 
4,422 
4,054 
683 
10, 908 

259 
706 

3,823 
874 

5,242 

2,580 

164 

757 

3,166 

2,305 

109 
3,313 
2, 213 
2,565 
2,692 

1,340 

511 

3,707 

3,884 

172 

4,732 
2,404 
4,405 
2,041 
565 

335 

1,991 

172 

472 

4,621 

473 

233 

7,964 

6,791 

2,987 

4,463 

291 

3,667 

4,062 

3,765 
4, 529 
15, 994 
1,371 



Fe- 
male. 



2,186 
4,668 
3,747 
603 
10, 795 

272 
735 

3,733 
822 

4,925 

2,686 

188 

684 

3,108 

2,006 

112 I 
3,288 
1,879 
2,347 
2,436 

1 
1,258 

561 
3,349 
3,980 

160 

4,708 
2,253 

4, 393 
2,026 

559 

300 

1,876 

174 

479 

4,407 

418 

160 

7.566 

5, 267 
3,000 

4,193 

292 

3,598 

3,830 

3, 694 

4. 2B6 
15, 234 

1,315 



Colored. 



Total. 



639 
113 
96 



3 
685 
29 



c29 
3 
6 



17 

621 

111 

4 



15 



6 

623 
15 
621 



112 

91 

22 

6 



Male. 



Fe- 
male. 



1 

5 

61 
48 
12 

1 



18 
56 
52 



2 
44 
12 



55 
2 



3 
10 



2 
10 



51 
43 
10 
5 



a Includes unseparated colored. 



b Part Indiana. 



c Indians. 



INSTITUTIONS. 



75 



Table §.— SCHOOL ENROLLMENT, CENSUS OP 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. 

MIIVIVESOTA. 



1880. Population 780,773. 

1890. Population 1,301,826. 

Gain of population 66. 74 per cent. 



Enrolled in public common schools 186, 544 

Enrolled in pulilic common .schools 281, 859 

Gain of enrollment in public common schools 51. 10 per cent. 



PUBLIC COMMON SCHOOLS OF MINNESOTA FOE THE YEAR ENDED JULY 31, 1890. 





TEACHEHS. 


PUPILS. 


COUNTIES. 


Aggre- 
gate. 


Wllitp. (a) 


Colored. 


Aggre- 
gate. 


White. («) 


Colored. 




Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 




8.947 


8,945 


2,114 


6, 831 


2 




2 


281, 859 


281, 676 


145, 249 


136, 427 


183 


93 


90 








14 
80 
90 
35 
60 

216 

92 

18 

81 

9 

79 
58 
90 
86 
59 

187 
130 
94 
235 
280 

169 
223 
58 
734 
132 

16 
58 

1 
110 
23 

96 
30 
62 
4 
151 

67 
110 
119 

43 
100 

134 
20 
81 

193 
94 

75 

110: 

92 
179 
256 

23 
74 
228 
107 
595 

68 
125 
181 

74 
124 

77 
51 
90 
174 
113 

69 

82 
103 

49 
157 

46 
118 
137 

58 

38 
202 
166 

76 


14 
SO 
90 
35 
60 

216 
92 
18 

% 

79 
58 
90 
86 
59 

187 
130 
94 
235 
280 

169 

223 
~58 
734 
132 

16 
68 
1 
110 
23 

96 
30 
62 
4 
151 

67 
110 
119 

43 
106 

; 134 

20 

81 

193 

94 

75 
110 

92 
179 
356 

23 
74 
228 
107 
593 

68 
125 
181 

74 
124 

77 

54 

90 

174 

113 

69 
82 

103 
49 

157 

46 
118 
137 

58 

38 
202 
166 

76 


2 

7 
38 


12 
73 
52 
9« 








385 
2,414 
2,608 

1, 259 
1,459 

6,838 
3, 660 

710 
3,244 

277 

2,164 
2,493 

2, 421 
1,781 
1,904 

4,308 
2,981 

3, 779 
4,589 
7,543 

5,137 
7,465 
1,727 
27, 034 
3,922 

406 

2.037 

20 

2,376 

383 

2,983 
1,000 
2,715 
155 
4,997 

1,557 
2,971 
4,704 
2,180 
2,491 

4, 508 
563 

2,957 
4,684 
3, 087 

3,018 
2, 258 

2, 729 
4,959 
9,463 

776 
1,506 
7,446 
3,625 
17, 567 

2,519 
4,805 
5,988 
1,770 
4,597 

2,630 
1,377 
3,723 
8,241 
3,419 

1,395 
2,953 

3, 435 
1,164 
4,569 

1,108 
3,696 

4, 772 
1,843 

1,117 
7,402 
6,324 
2,790 


385 
2,407 
2,608 
1,259 
1,458 

6,837 
3,660 

710 
3, 244 

277 

2,164 
2,493 
2,421 
1,780 
1,904 

4,308 
2,981 
3,779 
4,589 

7, 543 

5,137 
7,465 
1,727 
27, 030 
3,922 

406 

2,037 

20 

2, 375 

377 

2,983 
1,000 
2.715 
155 
4,997 

1, .557 
2,971 
4,704 
3,180 
2,491 

4.508 
563 
2,957 
4,684 
2,087 

3,018 
2,358 

2, 729 
4,957 
9, 463 

776 
1,506 
7,446 
2,625 
17,447 

2,515 
4,805 
6,978 
1,770 
4,591 

2,628 
1,377 
3,733 

8, 239 
3,419 

1,395 
3,953 

3, 435 
1,164 
4,569 

1,108 
3,696 
4,755 
1,843 

1,117 
7,403 
6.334 
3,790 


193 

1,181 

1.321 

643 

793 

3,422 
1,947 

367 
1.747 

138 

1,127 

1,276 

1,205 

960 

964 

2, 331 
1,484 
1,922 
2,373 
3,863 

2,686 
3,824 
928 
13, 933 
2,105 

193 

1,082 

8 

1,241 

331 

1,589 

534 

1,496 

71 

2,511 

839 
1,628 
2,377 
1,159 
1,256 

2,244 
284 
1,551 
2, 372 
1,113 

1,698 
1,181 
1,478 
2,561 
5,013 

410 

792 

3,891 

1.361 

8,718 

1, 301 
2,429 
3,067 
935 
2,379 

1,379 
697 
2,070 
4,045 
1,740 

737 
1,538 
1,810 

618 
2,338 

517 
1,854 
2,325 

956 

579 
3,508 
3,280 
1,552 


192 

1,226 

1,287 

616 

665 

3,415 
1,713 

343 
1,497 

139 

1,037 

1,217 

1,216 

820 

940 

1,977 
1,497 
1,857 
2,316 
3,680 

2,451 

3,641 

799 

13, 097 

1,817 

213 

955 

12 

1, 134 

156 

1.394 

476 

1,219 

84 

2,486 

718 
1,343 
2,337 
1,031 
1,235 

2,264 
279 
1,406 
2,312 
. 974 

1,320 
1,077 
1,251 
2,396 
4,450 

366 

714 

3,555 

1,264 

8,729 

1,214 
2, 37,6 
2,911 
835 
2,213 

1,249 
680 
1,653 
4,194 
1,679 

058 
1,415 
1,825 

546 
2.231 

591 
1,842 
2,430 

887 

538 
3,894 
3,044 
1,238 
















7 


3 


4 


KpfVpr 


























5 52 

45 1 171 
45 ' 47 

6 12 
.30 , 51 

1 8 

22 ; 57 
16 1 42 

18 1 72 
28 : 58 

8 51 

37 i 150 

c35 I c9d 

25 ! 69 

41 1 194 

c80 ' c20C 

39 130 
62 161 

9 49 
103 631 

36 1 96 

4 ' 12 
4 .51 








1 
1 


1 






























































































C^a\^ 






















1 


1 










































Doiiftlas 


























































































4 


3 


1 










































34' 

c38 
14 
17 


1 

76 
23 

c68 
16 






















1 
5 


1 

2 












3 










































2 ! •' 
















45 

22 
Cl5 
38 
IS 
30 

33 
4 
17 
34 


106 

45 
c95 
81 
25 
76 

101 
16 
64 






























































































i 


Millelacs 












































19 7.5 














NicoUet 


18 
27 
36 
35 
72 


57 

83 

56 

144 

iai 



















































2 


1 


1 


Ortertail 










Pine 


7 Ifi 
















14 
43 
49 
695 

14 


60 
185 

58 

c498 

.^4 














Polk 






























2 





2 


120 
4 


58 
2 


62 




2 




30 ; 95 
33 j 148 
18 56 


















10 


5 


5 














20 

26 
11 


104 
51 








6 
2 


4 
1 


2 


Scott 








1 












Sibley 


34 56 
89 ■ 85 
c20 c93 

9 60 
34 48 
40 63 

8 : 41 
40 • 117 

7 i 39 

6 : 112 
23 114 

13 ! 45 

7 1 31 
37 , 165 
42 1 124 
31 4.5 






















2 


1 


1 


Steele 




































Todd 


•■"« 


"■ 










































































17 


9 


8 









































Wrio-ht 
























. 
























a Includes unseparated colored. 



h Indian. 



c Estimated in report. 



76 



EDUCATION. 



Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Coutiuuea. 

MISSISSIPPI. 

1880. Population 1, 131, 597. Enrolled in public common schools 237, 065 

1890. Population 1, 289, 600. Enrolled in public common schools 334, 168 

Gain of population 13.96 per cent. Gain of enrollment in jjublic common schools 40.96 per cent. 

PUBLIC COMMON SCHOOLS OF MISSISSIPPI FOE THE YEAR ENDED OCTOBER 1, 1890. 



The State 

Adams 

Alcorn 

Amite 

Attala 

Benton 

Bolivar 

Calhoun 

Carroll 

Chickasaw 

Choctaw 

Claihorne 

Clarke 

Clay 

Coahoma 

Copiah 

Covington 

X)e Soto 

Franklin 

Greene 

Grenada 

Hancock 

Harrison 

Hinds 

Holmes 

Issaquena 

Itawamha 

Jackson 

Jasper 

Jefferson 

Jones 

Kemper 

Lafayette 

Lauderdale 

Lawrence 

Leake 

Lee 

Ledore 

Lincoln 

Lowndes 

Madison 

Marion 

Marshall 

Monroe 

Montgomery .. . 
Neslioha 

Newton 

Noxubee 

Oktibbeha 

Panola 

Perry 

Pike 

Pontotoc 

Prentiss 

Quitman 

Kaiikin 

Scott 

Sharkey 

Simpson 

Smith 

Suutiower 

Tallahatchie . . . 

Tate 

Tippah.... 

Tishomingo 

Tunica 

Union 

Warren 

Washington 

Wayne 

Webster 

Wilkinson .... 

Winston 

Yalobusha 

Tazoo 



TEACHERS. 



gate. 



7,190 



87 

82 

126 

137 

87 



146 
125 
152 



73 
91 

113 
59 

165 

47 
141 
48 
30 
82 



82 
167 
134 

41 

111 

61 i 
100 

94 

61 

78 
171 
149 



166 
60 
112 
122 
117 

84 
186 
179 
100 

65 

130 
130 

96 
201 

42 

141 
126 
114 
21 
112 

97 
40 
77 



86 
128 



38 

114 
110 
112 
44 
115 

104 
110 
100 
187 



White. 



4,269 



61 
62 
91 
57 

19 
114 
56 
74 
69 

34 
61 
48 
20 
103 

37 
51 
22 
25 
32 

26 
64 
82 
58 
11 

99 

41 
68 
37 
53 ! 

42 
103 
101 

55 

71 

115 
15 
67 



Male. 



Fe- 
male. 



Colored. 



Total. Male 



36 
68 
48 
33 
33 

51 
45 
45 
74 
64 

18 

103 

91 



40 
84 
44 
115 
9 



88 
11 
25 

70 

38 

35 

108 



Fe- 
male. 



30 

35 

3 

5 

21 

17 

#5 

68 



Aggre- 
gate. 



4,605 
3,754 
4,722 
5.989 
3,020 

4,550 
5.319 
4,930 
5,979 
3, 998 

7,296 
4,372 
4,996 
3,264 
8,234 

1, .'!12 
6,063 
1,678 
1,064 
3,784 

1,404 
2,557 
11,130 
10,536 
1,030 

4,437 
2.054 
5,207 
4,200 
2,163 

4,800 
4,949 
6,913 
3,578 
4,636 

6,028 
3,772 
3,274 
6,341 
6,717 

3,817 
7,462 
6,592 
4,105 
3, 043 

5,142 
7,496 
3.671 
8,740 
1,500 

5,577 
4,489 
4,287 
547 
5,080 

3,986 
2,237 
2,717 

2, 589 
1,567 

5,043 
7,301 
3,680 
2,930 
1,844 

4,876 
7,026 
6,323 
2,398 
4,076 

3,611 
2,941 
6,100 
9,020 



Total. 



739 
2,592 
1,985 
3,623 
1,675 

419 
4,095 
2, 265 
2,697 
2,870 

1,574 
3,180 
1,647 
425 
4,091 

1,185 

1,721 

720 

821 

893 

924 

1,853 

2,892 

3.283 

94 

3,967 
1,526 
2.689 
999 
1,842 

2,340 
2,789 
3,851 
1,977 
2,915 

3,858 
359 
1,874 
1,653 
1,381 

2,068 
3,115 
2,630 
2,302 
1,743 

3,334 
1,221 
1,431 
3,025 
1,136 

2, 672 
3,271 
3,670 
143 
2,093 

2,353 

287 

1,767 

2, 254 
494 

1,470 
3,987 
3,860 
3,609 
139 

3,781 

1, 305 

626 

1,476 

3, 069 

736 
1,685 
3,000 
2,175 



M.ale. 



340 
1,330 
1,072 
1.900 

891 

198 
2,087 
1,220 
1,404 
1,523 

791 

1.194 

894 

220 

2,090 

647 
914 
388 
409 
438 

478 1 

950 

1,513 

1,363 1 

38 

2,087 
777 

1,378 
536 

1,003 

1,120 
1,438 
1,854 
1,011 
1,522 

1,997 
183 

1,006 
822 
706 

1,058 
1, 452 
1,308 
1,127 
073 

1,733 
658 
665 

1,565 
595 

1,490 
1,714 
1,945 
80 
1,090 

1,190 
148 
910 

1,317 
231 

789 

2,006 

1,530 

1,362 

74 

1,928 
582 
332 
749 

1,611 

370 

883 

1,400 

1,114 



Fe- 
male. 



73, 358 



1,262 
913 

1,723 
784 

221 
2,008 
1,045 
1,293 
1,347 



986 

753 

205 

2,001 

538 
807 
333 
413 
455 

446 

903 

1,379 

1,030 

. 56 

1,880 
749 

1,311 
463 



1,220 
1,351 
1,997 
966 
1,393 

1,861 
176 
868 
830 
675 

1,010 
1,663 
1,312 
1,075 
770 

1,592 
563 
766 

1,460 
541 

1,182 
1,557 
1,725 
63 
1,003 

1,163 
139 
847 

1,037 
263 

681 

1,981 

1,330 

1,247 

65 

1,853 
633 
394 
73,7 

1,448 

365 

803 

1,600 

1,061 



Colored. 



Total. 



3,866 
1,162 
2,737 
2,366 
1,345 

4,131 
1,224 
2,665 
3,282 
1,128 

6,732 
2, 193 
3,349 
2,839 
4,143 

327 

4,342 

958 

243 

2,891 

480 

704 

8,238 

7,253 

1,536 

470 

528 

3,518 

3,301 

321 

2,460 
2,160 
3,062 
1,601 
1,721 

2,170 
2,413 
1,400 
4,689 
5,336 

749 
4,347 
3,972 
1,903 

300 

1,813 
6,275 
2,240 
5,715 
364 

2,905 

1,218 

617 

404 

2,987 

1,633 

1,950 

960 

335 

1, 073 

3,573 

3, 214 

820 

321 

1,705 

1, 095 
5, 821 
5,697 
922 
1,017 

2,876 
1,256 
3,100 
6,845 



Male. 



1,845 

523 

1,409 

1,169 

721 

2, 002 
559 

1,423 

1,615 

488 

2,998 
1, 036 
1,621 
1,384 
2,004 

160 

2,246 

475 

121 

1,419 

327 

364 

3,962 

3. 270 
584 

242 

227 

1,314 

1,573 

153 

1,200 

1,126 

1,444 

831 



1,092 
1,201 
675 
2,311 
2,494 

366 

2,169 

1,939 

937 

172 



1,392 
609 
337 
222 

1,433 

806 
949 
464 
179 
564 

1,791 

1,630 

400 

154 

857 

582 

2,838 

2,783 

430 

519 

1,452 

623 

1,500 

3,305 



INSTITUTIONS. 



77 



Table §.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. 

I?IIS!^OI7RI. 

1880. Population 2, 168. 380. Enrolled in public common schools 486, 002 

1890. Population 2, 679, 184. Enrolled in public common schools 620, 314 

Gaiu of population 23. 56 per cent. Gain of enrollment in public common schools 27. 64 per cent. 

PUBLIC COMMON SCHOOLS OF MISSOURI FOR THE YEAR ENDED JUNE 30, 1890. 



COUNTIES. 



The State . 



Adair 

Andrew . . 
Atchison . 
Audrain.. 
Barry 



Barton . . . 

Bates 

Benton . . . 
Bollinger. 
Boone 



Buchanan 

Butler 

Caldwell 

Callaway (a) . 
Camden 



Cape Girardeau . 

Carroll 

Carter 



Cedar 



Chariton . 
Christian. 

Clarli 

Clay 

Clinton... 



Cole 

Cooper . . . 
Crawford . 

Dade 

Dallas 



Daviess . 
Dekalh . . 
Dent .... 
Douglas . 
Dunklin. 



Franklin . . 
Gasconade. 

Gentry 

Greene 

Grundy — 



Harrison . 

Henry 

Hickory.. 

Holt 

Howard . . 



Howell... 

Iron 

Jackson.. 

Jasper 

Jeft'er.son . 



Johnson... 

Knox 

Laclede ... 
Lafayette . 
Lawrence . 



Lewis 

Lincoln 

Linu 

Livingston . 
McDonald . . 



Macon... 
Madison. 
Maries . . 
Marion . . 
Mercer . . 



Miller 

Mississippi.. 

Moniteau 

Monroe 

Montgomery 



' Morgan 

New Madrid. 

Newton 

Nodaway 

Oregon 



TEACHERS. 



Aggre- 
gate. 



13, 795 



Total. 



90 
111 
140 
142 
115 

122 
186 
101 
78 
154 

223 

57 i 

99 
162 

71 



155 
26 
185 
100 

167 
85 
117 
101 
116 

76 
121 

86 
109 



132 
101 
61 
87 
52 

129 
60 
155 
197 
129 

155 

182 

66 

96 



108 
47 
464 
214 
102 

205 
92 
106 
156 
142 

110 
112 
171 
167 
61 

179 
50 
51 

121 



80 

44 
100 
149 
109 

80 

27 

151 

234 

59 



89 
110 
140 
132 
115 

121 
183 
101 
78 
128 

209 
53 
95 

139 
70 



144 

26 

181 

105 

145 
84 

116 
93 

111 

68 
103 

86 
108 

83 

131 

100 

64 

87 

52 

119 
60 
155 
182 
127 

154 
178 
66 
94 
66 

108 
45 
428 
209 
95 

195 
91 
103 
132 
141 

107 
101 
166 
161 
61 

173 
48 
51 

106 
97 



37 

98 

133 

100 

78 

22 

147 

233 

59 



Male. 



5,816 



Fe- 
male. 



42 
58 
85 
81 
40 

82 
126 
47 
18 
87 

168 
16 
54 
77 
25 

27 

84 

7 

112 

44 

87 
24 
68 
43 
64 

32 
30 
45 
43 
10 

73 
49 
32 
30 
7 



100 
26 
58 
37 

53 

19 

340 

132 

58 

123 
41 
53 
91 
67 

67 
40 
101 
101 
22 

89 
15 
9 

82 
45 

40 
15 
51 
85 
63 

42 
12 
72 
152 
19 



Colored. 



Total. 



18 



Male. 



301 



re- 
male. 





1 


1 


2 


10 < 


14 


1 '.. 





Aggre- 
gafe. 



620, 314 



4,728 
4,306 
3,957 
5,763 
7,451 

5,662 
9,373 
3,780 

3, 932 
6,086 

11, 052 
2,341 
4,367 
5,751 
2,946 

4,883 
6,917 

1, ono 

6,624 
4,816 

8,422 
4,407 
4,190 
4,508 
4,520 

3,435 
5,456 
3,774 
5.026 
3,929 

5,916 
4,679 
4,261 
4,134 
3,319 

6,862 
2,547 
5,555 
11, 583 
5,469 

6,l09 
8,045 
3,016 
5,087 

4, 334 

4,890 

2,175 

25, 656 

11,672 

4,171 

7,298 
4,336 
4,720 
6,690 

7,378 

4,330 
4,483 
6, 395 
5,526 
3,269 

8,038 
2, 445 
2,819 
5,172 
4,547 

3,305 
2,111 
4,264 
6,853 
4,062 

3,258 
1,545 
6,931 
6,046 
2,704 



587, 510 



4,652 
4,251 

3, 943 
5,327 
7,451 

5, 645 
9,263 
3, 745 
3,932 
5,130 

10, 338 
2, 218 
4,248 
4,841 
2,910 

4,356 

6, 452 
1,000 
6,389 

4, 762 

7,268 
4,389 
4,164 
4,243 
4,243 

3,043 
4,648 
3,774 
4,937 
3,913 

5,821 
4,642 
4,261 
4,134 
3,319 

5,406 
2,547 

5, 555 
10, 729 

5,392 

6,088 
7,745 
3,016 

6, 028 
3,184 

4,890 
2, (190 
23, 271 
11,445 
4,031 

6,818 
4,268 
4,568 
5, 620 
7,283 

4,140 

4, 042 
6,210 

5, 251 
3,269 

7,723 

2,351 

2,818 

I 4,357 

' 4,513 

3,220 
1,701 
4,103 
5,333 
3,817 

3,152 
1,243 
6,719 
6,012 
2,704 



Male. 



2,395 
2,208 
2,062 
2,811 
3,895 

2,725 
4,440 
2,012 
2,204 
2,709 

5,254 
1,132 
2,113 
2,624 
1,564 

2,307 
3,265 
546 
3,280 
2,440 

3,581 
2, 275 
2,127 
2,186 
2,168 

1,578 
2,435 
2, 006 
2,496 
2,090 

3,008 
2,535 
2,191 
2,179 
1,805 

2,955 
1,410 
2,840 
5,589 
2, 645 

3,184 
3,991 
1,566 
2,581 
1,711 

2,380 
1,116 
11, 623 
5,620 
2, 027 

3.535 
2,170 
2,303 
2,940 
3,760 

2,060 
2,115 
3,124 
2,683 
1,696 

4,076 
1,282 
1, 530 
2,173 
2,329 

1,620 
823 
2,147 
2,750 
1,987 

1,561 

681 

3,342 



Fe- 
male. 



287, 450 



2,257 
2, U43 
1,881 
2,516 
3,556 

2,920 
4,823 

1, 733 
1,728 
2,421 

5,084 
1,086 
2,135 
2,317 
1,346 

2,049 
3,187 
4.54 
3,109 
2,322 

3,687 
2,114 
2,037 
2,057 
2,075 

1,465 
2,213 
1,768 
2,441 
1,823 

2,813 
2,107 
2,070 
1,955 
1,614 

■ 2,451 
1,137 

2, 709 
5,140 
2,747 

2,904 

3, 754 
1,450 
2.447 
1.473 

2,510 
974 
11, 648 
6, 825 
2,004 

3,283 
2,098 
2,265 
2.680 
3,523 

2,080 
1,927 
3,086 
2,568 
1,573 

3,647 
1,069 

1,288 
2,184 
2,184 

1,600 
878 
1,956 
2,583 
1,830 

1,591 
562 
3,377 
3,120 
1,253 



Colored. 



32, 804 



76 

55 

14 

436 



17 
110 
35 



714 
123 
119 
910 



527 



235 
54 

1,154 

18 

26 

265 

277 

392 
808 



456 



854 

77 



21 
300 



59 
1,150 



85 

2,385 

227 

140 

480 
68 

152 

1,070 

95 

190 
441 
185 
275 



315 

94 

1 

815 
34 



410 
161 
520 
246 

106 
302 
212 
34 



Male. 



16, 168 



39 

25 

6 

220 



316 
60 
50 

438 
30 

252 
224 



100 
27 

632 

10 

10 

132 

132 

192 
415 



433 
40 



12 
145 



36 
585 



32 

1,103 

105 

68 

246 
36 
71 

560 

44 

90 
227 

90 
139 



167 
52 



412 
16 

50 
167 

88 
284 
110 

53 
159 
107 

18 



Fe- 
male. 



16, «!6 



37 

30 

8 

216 



8 
63 
17 



398 
63 



472 
6 



275 
241 



135 
27 



16 

133 
145 

200 
393 



44 
7 



421 
37 



9 
155 



23 
665 



53 

1,282 

122 

72 

234 
32 
81 

510 
51 

100 
214 
95 
136 



148 

42 

1 

403 
18 

35 
243 

73 
236 
135 

53 
143 
105 

16 



a Sex of teachers of each race estimated. 



78 



EDUCATION. 



Table 8. 



-SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. 

ITII8SO UKI— Continued. 





TEACHEHS. 


PUPILS. 


COUNTIES. 


Aggre. 
gate. 

74 
49 
28 
55 
171 

84 
150 

90 
103 

75 

157 
74 
145 
133 
52 

56 
110 
112 
57 
81 

130 

1,154 

204 

99 

i03 

52 
48 
116 

77 
48 

141 
26 
124 
194 
65 

74 
66 

82 
76 

87 




White. 


I 


Colored. 


Aggre- 
gate. 


White. 


Colored. 




Total. 


Male. 


Fe 
male. 


Total. 
2 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 




72 
49 
26 
53 
161 

83 
130 

87 
102 

75 

157 
07 
130 
126 
52 

56 
85 

no 

52 

77 

114 
1,061 
164 
99 
102 

48 
48 
110 
77 
48 

141 

26 

124 

193 

60 

68 
65 
81 
76 
82 


32 

37 
21 
44 
36 

40 
35 
66 
59 

45 

88 
35 
46 
85 
29 

43 
44 
44 
38 
34 

51 
54 
102 
56 
42 

17 
34 

41 
67 
27 

86 
16 
58 
89 
23 

33 
45 
52 
32 

58 


40 

12 

5 

9 

125 

43 
95 
23 
43 
30 

69 
32 
84 
41 
23 

13 
41 
66 
14 
43 

63 
1,007 
62 
43 
60 

31 
14 
69 
10 
21 

55 
10 
60 
104 
37 

35 
20 
29 
44 
24 


1 


1 


2,550 
2,169 
1,190 
4,066 
7,403 

3,656 
9,565 
4,230 
6,190 
2,737 

4,087 
2,939 
6,187 
6,942 
2,321 

2,403 
3,217 
4,770 
2,572 
4,111 

6,689 
.58, 316 
6,961 
3,472 
4,158 

2,525 
1,967 
4,451 
5,640 
2,367 

5,653 
1,434 
5,729 
8,427 
2,507 

2, 828 
3,094 
4,205 
2,666 
4,513 


2,490 
2.169 
1,121 
3,926 
6,797 

3,588 
8,765 
3,906 
6,159 
2,737 

4,085 
2,759 
6,408 
6,470 
2,321 

2,403 
2,652 
4,634 
2,444 
3,914 

5, 919 
53, 294 
5,606 
3,472 
4,118 

2,372 
1,967 
4,267 
5, 640 
2,367 

5,653 
1,434 
5,729 
8,380 
2, 279 

2,665 
3,080 
4,180 
2,666 
4,370 


1,315 
1, 180 
622 
1,980 
3,261 

1,862 
4,125 
2,082 
3, 072 
1,446 

2,120 
1,426 
2,790 
3,228 
1,376 

1,280 
1,459 
2,374 
1,327 
2,031 

2,926 
25, 960 
2,362 
1,852 
2,304 

1,300 
1,055 
2,131 
3,020 
1,311 

2,914 
745 
2,782 
4,311 
1,228 

1,368 
1.522 
2, 152 
1,329 
2,313 


1,175 

989 

499 

1,946 

3,536 

1,726 
4,640 
1,.824 
3,087 
1,291 

1,965 
1,333 
2,618 
3,242 
946 

1,123 
1,193 
2,260 
1,117 
1,883 

2,993 
27, 334 
3,244 
1,620 
1,«14 

1,072 
912 
2,136 
2,620 
1,056 

2,739 
689 
2,947 
4,069 
1,051 

1,297 
1,558 
2,028 
1,337 
2,037 


60 


34 


26 


Ozark 






2 
2 
10 

1 

20 

3 

1 


1 
1 
4 

1 

10 
3 


1 
1 
6 

io' 

i 


■69 
140 
606 

68 
800 
324 

31 


33 
78 
239 

22 
375 
140 

13 


36 




62 


Pettis 


367 


Phelps 


46 


Pike 


425 


Platte- 


184 


Polk 


18 












I 


2 
180 
779 
472 




2 


Kails 


7 
15 
7 


I 
3 


6 
9 

4 


88 
411 
254 


92 




368 


Ray 


218 






Hipley 

















25 
2 
5 
4 

16 
93 
40 


I 

3 
2 

7 
19 
20 


18 
1 
2 
2 

9 

74 
20 


565 
136 
128 
197 

770 
5,022 
1,355 


279 
63 
73 
97 

379 

2,449 

690 


286 


St Clair 


73 




55 




100 


St Louis (a) 


391 




2,573 


Saline '. 


665 








1 

4 


4 


1 


40 
153 


23 
67 


17 


Scott 


86 






Shelby 


6 


2 


* 


184 


96 


88 


Stofldarrl 




Stone 

Sullivan 






















































i 

5 

6 
1 
1 


1 
2 

2 
l' 


3' 

4 
1 


47 
228 

163 

14 
25 


21 

118 

90 
6 
18 


26 




110 




73 




8 


Webster 


7 






Wright 





1 


4 


143 


74 


69 







MOIVXAIVA. 



J880. Population 39,159. 

1890. Population 132, 159, 

Gain of population 237. 49 per cent 

PUBLIC COMMON SCHOOLS OF' MONTANA FOR THE YEAR ENDED AUGUST 31, 1890 



Enrolled in public common schools 4, 6G7 

Enrolled in public common schools 16, 980 

Gain of enrollment in public common schools 263. 83 per cent. 





TEACHERS. 


PDPILS. 





COUNTIES. 


Aggre- 
gate. 


White. 


Colored. 


Aggre- 
gate. 


White. (6) 


Colored. 




Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 




531 


531 


11'4 


417 








16, 980 


16, 889 


8,609 


8,280 


' 91 

2 
10 


48 


43 














27 
23 
16 
21 
10 

50 
29 
45 
33 
63 

33 
26 
64 
41 
44 
16 


27 
23 
16 
21 
10 

60 
29 
45 
33 
63 

33 
26 
54 
41 
44 
16 


2 
8 
7 
5 
1 

13 
8 
9 
7 

10 

11 
8 

12 
6 
6 
1 


25 
15 

9 
16 

9 

37 
21 
36 
26 
|63 

22 
18 
42 
35 
38 
15 








765 
821 
394 
557 
216 

1,927 
556 

1,378 
792 

2,371 

915 

694 
1,951 

929 
2,437 

378 


763 
811 
394 
556 
216 

1,925 
555 

1,378 
792 

2,336 

912 

587 
1,931 

926 
2,414 

373 


396 
436 
209 
311 
94 

817 
344 
650 
446 
1,125 

570 

302 
1,019 

505 
1,205 

180 


367 
375 
185 
246 
122 

1,108 
211 
728 
346 

1,211 

342 
285 
932 
421 
1,209 
193 


2 
6 












4 


Choteau 
















1 


1 






















2 




2 


















































36 

3 

7 


18 

3 
3 


i7 




















4 




















3 

23 
5 


2 
10 
3 


i- 










13 










2 




1 









a Sex of teachers of each race estimaterl. 



h Includea unseparated colored. 



INSTITUTIONS. 



7.9 



Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOL.'^, BY COUNTIES— Coutiiiued. 

NEBRASKA. 

1880. Population 452, 402. Enrolled iu public common schools 100, 871 

1890. Population 1,058,910. Enrolled in public common schools 240, .300 

Gain of population 134.06 per cent. Gain of enrollment in public common schools 138.23 per cent. 

PUBLIC COMMON SCHOOLS OF NEBRASKA FOR THi; YEAR ENDED JULY 14, 1890. 









TEACHERS. 


PUPILS. 


COUNTIES. 


Aggre- 
gate. 


White. 


Colored. 


Aggre- 
gate. 


White, (a) 


Colored. 




Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


The State 


10, 555 


10, 555 


2,861 


7,694 








240, 300 


239, 556 


123, 712 


115, 844 


744 


340 


404 










Adams 


157 

187 

41 

26 

125 

74 
83 
234 
136 
176 

224 
120 

85 
53 
85 

157 
92 
112 
309 
49 

131 
137 
64 
135 
139 

416 
78 
172 
119 
120 

160 
328 

32 

87 
5 

91 
125 
167 
115 

69 

95 
326 

12?! 
138 

129 
112 

60 

87 

25 

103 
297 
133 

29 

30 

4 
128 
108 
77 
130 

141 
212 
144 
85 
113 

95 
124 
124 
117 
185 

65 
225 

73 
168 

29 


157 
187 
41 
26 
125 

74 

83 

234 

136 

176 

224 
120 
85 
55 
85 

157 

92 

112 

309 

49 

131 
137 
64 
135 
139 

416 
78 
172 
119 
120 

150 
328 
32 

87 

91 
125 
167 
115 

69 

95 
326 
5 
121 
138 

129 
112 
60 
87 
25 

103 
297 
133 
29 
30 

4 

128 

108 

77 

130 

141 
212 
144 
85 
113 

95 
124 
124 
117 
185 

65 
225 

73 
168 

29 


43 
37 
10 
3 
32 

18 
13 
58 
32 
52 

77 
32 
26 
11 
25 

58 
35 
39 
76 
14 

25 
42 
21 
37 
28 

42 
24 
39 
32 
42 

31 
109 
14 
31 

1 

24 
41 
43 
32 
20 

24 
77 
1 
33 
44 

43 
32 
18 
23 
6 

25 
73 
39 
12 
5 

1 
35 
36 
17 
43 

48 
59 
43 
35 
32 

14 
31 
31 
37 
67 

19 
62 
25 
64 

12 


114 
150 
31 
23 
93 

56 

70 

176 

104 

124 

147 
88 
59 
44 
60 

99 
57 
73 
233 
35 

106 
95 
43 
98 

111 

374 
54 

133 
87 
78 

119 

219 

18 

56 

4 

67 
84 
124 
83 
49 

71 

249 

4 

88 

94 

86 
80 
42 
64 
19 

78 
224 
94 
17 
25 

3 

93 
72 
60 
87 

93 
153 
101 

60 

81 

SI 
93 
93 
80 
118 

46 
163 

48 
104 

17 








4,478 

2,967 

833 

273 

2,668 

1,275 
1,323 
5,585 
3.292 
4,416 

5,726 
1,761 
1,009 
1,047 
1,289 

4,677 
3,073 
2,326 
5, 844 
1,757 

2,041 
2,977 
715 
2.380 
4,746 

16, 815 

1, 049 
4,655 
2,428 
2,137 

3,059 

8,159 

451 

1.161 

1 68 

1,417 
4,552 
4,201 
2,615 
1,042 

1,707 

4,596 

68 

2, 390 
4,355 

3,240 

2, 740 

578 

884 

325 

2, 236 
10,813 

2,209 
342 
490 

34 
3, 181 
2,191 
1,429 
3,335 

3.028 
4,941 
3,179 
847 
2,467 

1,307 
3.165 
1,460 
2, 400 
5.224 

463 
5,817 
1.674 
6,141 

378 


4,462 

2,966 

833 

273 

2,668 

1, 275 
1,323 
5, 583 
3,292 
4,416 

5.723 
1,761 
1,009 
1.047 
1.287 

4,675 
3. 066 
2,326 
5, 844 
1,757 

2.041 
2.977 
716 
2.380 
4.743 

16. 396 
1.049 
4.653 

2, 428 
2, 137 

3, 058 
8, 137 

451 

1,161 

08 

1,417 
4,550 
4,193 
2,614 
1,042 

1,707 
4,596 
68 
2,390 
4.352 

3,240 

2, 740 

578 

884 

325 

2,236 
10,654 
2,269 


2,354 

1,566 

434 

145 

1,346 

689 

643 

2, 934 

1,740 

2,336 

2,991 
920 

524 

1 524 
i 683 

2.469 
1.591 
1.214 
2.980 
935 

1,091 
1.576 
398 
1,258 
2,551 

8,083 
539 
2,337 
1,220 
1,101 

1,526 

4,198 

232 

6)4 

35 

639 
2.179 
2,209 
1,323 

536 

866 

2,353 

36 

1,308 

2,279 

1.652 

1.391 

317 

460 

175 

1,136 
5, 502 
1.166 


2,108 

1,400 

399 

128 

1,322 

586 

680 

2,649 

1,552 

2,080 

2,732 
841 

485 
.523 
604 

2,206 
1,475 
1,112 
2,864 
833 

950 
1,401 

317 
1,122 
2,192 

8,313 
510 
2,256 
1,208 
1,036 

1,532 

3,939 

219 

547 

33 

778 
2.371 
1.984 
1,291 

506 

841 

2,343 

33 

1,083 

3, 073 

1,588 

1,349 

261 

424 

150 

1,100 

3, 152 

1.103 

168 

241 

15 

1,576 

1,059 

696 

1,615 

1,508 
2,394 
1,532 
408 
1,137 

614 
1,540 

662 
1. 196 
2,647 

219 
2.823 

818 
2, 908 

200 


16 

1 


5 


11 
1 


Antelope 








Banner 










Blaino 




























Boxbiitte 




























Bnffalo 








2 


1 


1 


Burt 









Butler 






















3 


2 1 


Cedar 








Chase 




























Cheyenne . 








2 

2 

7 


1 
1 
3 


1 

1 
4 


Clay . - 








ColJfax 






























Dakota 















Dawes 




























Deuel 














Dixon 














Dodge 

Douglas 








3 
419 


1 
187 


2 
232 








Dunay 

Fillmore 














2 


1 


1 


Franklin 






























1 
22 


1 
15 




Gage 

Garfield 








7 


















































Hall 








2 
8 

1 


1 
4 


1 
4 
1 










Harlan 




















Hitchcock 














Holt 


















































3 


1 




Johnson 
























Keith 














Keyapaha 














Kimball 




































159 


73 


86 


Lincoln 














































34 
3, 181 
2,188 
1.429 
3. 325 

3.028 
4,920 
3.178 
847 
2, 467 

1.307 
3,162 
1,460 
2,398 
5,205 

463 
5. 844 
1,674 
6,136 

378 


. 

19 

1,605 

1,129 

733 

1.710 

1, 520 

2, 526 
1.646 

439 
1.330 

693 

1.622 

798 

1. 203 1 

2. 658 ; 

244 
3.021 

856 
3.228 

178 








TVTndi^nn 














Merrick 








3 


1 


o 


Nance 


















io 


5 


5 


Nuckolls 










Otoe 








21 

1 


11 

1 


10 




■-* 








Perkins 




Phelps : 














Pierce 














Platte 








3 


1 




Polk 


















19 












9 10 


Rock 










Saline 








3 


1 




















^ 


5 


3 


3 


SoottsBliiff 










a Includes Hiiseparated colored. 



80 



EDUCATION. 



Table 8.— SCHOOL ENEOLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. 

NKBRASKA— CoDtinued. 





TEACHERS. 


PUPILS. 


COUNTIES. 


Aggre- 
gate. 


■White. 


Colored. 


Aggre- 
gate. 


White, (a) 


Colored. 




Total. 


Male. 


re- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 




167 

115 

95 

35 

61 

144 
8 
9 

105 
89 

105 
145 
39 
194 


167 

115 

95 

35 

61 

144 
8 
9 

105 
89 

105 

145 

39 

194 


38 

19 

33 

6 

14 

41 

1 

2 

35 

26 

19 
36 
11 

55 


129 
96 
62 
29 

47 

103 

7 

7 

70 

63 

86 
109 

28 
139 








4,409 
1,579 
1,739 
436 
1,036 

3,337 

98 

262 

2,189 

3,469 

1,405 

3,259 

508 

4,563 


4,397 
1,579 
1,739 
436 
1,036 

3,337 

98 

262 

2,189 

3,465 

1,405 
3,259 

508 
4,555 


2,274 
840 
897 
221 
548 

1,789 

39 

130 

1,100 

1,776 

765 
1,715 

266 
2,408 


2,123 
739 
842 
215 
488 

1,548 

59 

132 

1,089 

1,689 

640 
1,544 

242 
2,147 


12 


5 


7 




































































Thomas 




- 
























Tallev 






















4 


2 


2 








































York 








8 


4 


4 













NEVADA. 



1880. Population 62, 266. 

1890. Population 45, 761. 

Loss of population 26. 51 per cent. 



Enrolled in public common schools 8, 918 

Enrolled in public common schools 7, 387 

Loss of enrollment in public common schools 17. 17 per cent. 



PUBLIC COMMON SCHOOLS OF NEVADA FOR THE YEAR ENDED AUGUST 31, 1890. 





TEACHERS. 


PUPILS. 


COUNTIES. 


Aggre- 
gate. 


White, (a) 


Colored. 


Aggre- 
gate. 


White, (a) 


Colored. 




Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
mate. 




251 


251 


41 


210 








7,387 


7,387 


3,720 


3,667 
























9 
10 
44 

8 
20 

20 
12 
12 
14 
12 

15 
31 
30 
14 


9 

10 
44 
8 
20 

20 
12 
12 
14 
12 

15 
31 
30 
14 


13 

i' 

8 
2 
2 
2 
3 

2 
3 
3 

2 


9 

10 
31 
S 
19 

12 
10 
10 
12 
9 

13 
28 
27 
12 








61 

244 
717 
128 
513 

466 
384 
407 
428 
105 

813 
1,787 
1,052 

282 


61 
244 

717 
128 
513 

466 
384 
407 
428 
105 

813 
1,787 
1,052 

282 


30 
132 


31 
112 






- 
















Elko 








321 1 396 
64 1 64 






' 
























238 

248 
199 
184 
219 
57 

370 

945 

1 565 

148 


275 

218 
185 
223 
209 

48 

443 
842 
487 
134 
































































]Nye 




























































1 














j 











NEW HAMPSHIRE. 

1880. Population 346, 991. Enrolled in public common schools 64, 670 



1890. Population 376,530. 

Gain of population 8. 51 per cent. 

PUBLIC COMMON SCHOOLS OF NEW HAMPSHIRE FOE THE YEAR ENDED MARCH 1, 1890. 



Enrolled in public common schools 59, 813 

Loss of enrollment in public common schools 7. 51 per cent. 





TEACHERS. 


PUPILS. 


COUNTIES. 


Aggre- 
gate. 


White. 


Colored. 


Aggre- 
gate. 


White, (a) 


Colored. 




Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


The State 


3,104 


3,104 


296 


2,808 








59, 813 


59, 782 


30, 865 


28, 917 


31 


18 


13 




172 
206 
297 
247 
500 

501 
421 
337 
223 
200 


172 
206 
297 
247 
500 

501 
421 
337 
223 
200 


19 
40 
19 
21 
46 

42 
35 
33 
24 

17 


153 
166 
278 
226 
454 

459 
386 
304 
199 
183 








3,031 
3,385 
5, 376 
4,378 
7,654 

12, 054 
7,489 
7,518 
5,707 
3,221 


3,031 
3,385 
6,376 
4,378 
7,654 

12, 043 
7.485 
7, 509 
5,700 
3,221 


1, 612 
1,690 
2,845 
2,267 
3,921 

6,316 
3,813 
3,848 
2,901 
1,652 


1,419 
1,695 
2,531 
2,111 
3,733 

5,727 
3,672 
3,661 
2,799 
1,569 









































































11 
4 
9 
7 


7 
2 
5 
4 


4 










2 










4 


Strafford 








3 


Sullivan 





« 






1 



a Includes unseparated colored. 



INSTITUTIONS. 



81 



Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. 

NEW J ERSE V. 

1880. Population 1, 131, 116. Enrollort in public common schools 205, 240 

1890. Population 1, 414, 9.33. Enrolled in public common schools 234, 072 

Gain of population 27. 74 per cent. Gain of enrollment in public common sehnols 14. 05 per cent. 

PUBLIC COMMON SCHOOLS OF NEW JERSEY FOR THE YEAR ENDED AUGUST 31, 1890. 



COUNTIES. 



The State 

Atlantic 

Bereen 

Burlington 

Camden 

Cape May 

Cumberland 

Essex 

Gloucester 

Hudson 

Hunterdon 

Mercer 

Middlesex 

Monmouth 

Morris 

Ocean 

Passaic 

Salem 

Somerset 

Sussex 

Union 

Warren 



Aggre- 
gate. 



4,465 



101 
144 
198 
270 
46 

177 
677 
120 
694 

156 
209 
185 
241 



300 
115 

108 
122 
193 
155 



White. 



Total. 



4,410 



101 
143 
195 
252 
44 

175 
668 
117 
694 

153 
203 
185 
237 

182 

72 

300 

112 

107 
122 
193 
155 



Male. 



Fe- 
male. 



3,601 



76 
100 
152 
243 

21 

136 

601 

91 

644 

87 
166 
166 
166 

119 
39 

266 
84 

81 
75 
171 
97 



Colored. 



Total. 



Male. 



1 


1 


:i 


2 


18 


4 


2 


1 



Fe- 
male. 



Aggre- 
gate. 



5,012 
7,670 
10,211 
16, 811 
2,311 

9,358 
35,344 

6, 263 
38, 949 

7,314 
10, 522 

9,083 
13. 030 

9,319 

3,433 

16, 698 

5,566 

5, 052 
4.912 
9,562 
7,652 



White. 



Total. 



221, 634 



4,929 
7,402 
9, 739 

15, 026 

2, 132 

8,984 
31, 985 

5,887 
36, 669 

7,204 
10, 143 

8,798 
12, 362 

9,184 

3, 376 

16, 308 

4, 893 

4,828 
4, 8.54 
9,397 
7,534 



Male. 



108, 222 



2,478 
3,751 
4,938 
7,421 
1,077 

4,555 
14, 710 

2,919 
17, 619 

3,659 
4,746 
4,255 
6,347 

4,403 
1,654 
7,892 
2,487 

2,471 
2,477 
4,679 
3,784 



Fe- 
male. 



Colored. 



113, 412 



2,451 
3,651 
4,801 
7,605 
1, 055 

4,429 
17, 275 

2,968 
19,050 I 

3,645 
6,397 
4,543 
6,015 

4,781 
1,722 
8,416 
2,406 

2,357 
2,377 
4,718 
3,750 



Total. 



83 

268 

472 

1.785 

179 

374 
3,359 

376 
2,280 

110 
379 
285 
668 

135 
57 
390 



224 

68 

165 

118 



Male. 



Fe- 
male. 



5,945 

40 
137 
241 
768 

81 

188 
1,603 

180 
1,114 

66 
186 
142 
337 

09 

29 

177 

324 

100 
25 
86 
66 



43 

131 

231 

1.017 



186 
1,766 

196 
1,166 

54 
193 
143 
331 



213 
349 

118 
33 
79 
62 



NEW MEXICO. 



1880. Population 119, 565. 

1890. Population 153, 593. 

Gain of population 28. 46 per cent. 



Enrolled in public common schools 4, 755 

Enrolled in public common schools 18,215 

Gain of enrollment in public common schools 283. 07 per cent. 



PUBLIC COMMON SCHOOLS OF NEW MEXICO FOR THE YEAR ENDED DECEMBER 31, 1889. 





TEACHERS. 


PUPILS. 


COUNTIES. 


Aggre- 
gate. 


White, (a) 


Colored. 


Aggre- 
gate. 


White, (a) 


Colored. 




Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


The Territory 


472 


472 


310 


162 








18, 215 


18,215 


11, 838 


0,377 






















40 
25 
19 
40 
26 

50 
14 
17 
96 
29 

12 
49 
24 
31 


40 
25 
19 
40 
26 

50 
14 
17 
96 
29 

12 
49 
24 
31 


26 

13 

7 

9 

18 

34 
14 

7 
73 
15 

6 
35 
23 
30 


14 
12 
12 
31 
8 

16 








2, 630 
712 
627 
686 

1,000 

1,625 

398 

337 

4,119 

1,071 

591 
1,652 
1,217 
1.550 


2,630 
712 
627 
686 

1,000 

1,625 

398 

337 

4,119 

1,071 

591 
1,652 
1,217 
1,550 


1,680 
351 
350 
377 
650 

1,025 
316 
192 

2,428 
696 

331 
1,016 

927 
1,500 


950 
361 
277 
309 
350 

600 

83 

145 

1,691 

373 

260 

636 

290 

50 






























































































10 
23 
14 

6 

14 

1 

1 



















































1 


















Taos 




















' 

















a Includes unseparated colored. 



ED- 



82 



EDUCATION. 



Table §.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES-Continued. 

NEW VORK. 

1880. Population 5,082,871. Enrolled in public common schools 1,027,938 

1890. Population 5,997,853. Enrolled in public common schools 1,042, 160 

Gain of population 18. 00 per cent. Gain of enrollment in public common schools 1. 38 per cent. 

PUBLIC COMMON SCHOOLS OF NEW YORK FOR THE YEAR ENDED JULY 25, 1890. 



The State . 



Albany 

Allegany 

Broome 

Cattaraugns. 
Cayuga 



Chautauqua . 

Cheuiuny 

Chenango . - . 

Clinton 

Columbia — 



Cortland . 
Delaware . 
Dutchess - 

Erie 

Essex 



Erauklin . . 

Eulton 

Genesee . . . 
Greene — 
Hamilton . 



Herkimer . . 
.Jefferson ..- 

Kings 

Lewis 

Livingston - 



Madison 

Monroe 

Montgomery . 

Kew York 

Niagara 



Oneida 

Onondaga . 
Ontario .-- 

Orange 

Orleans .-- 



Oswego 

Otsego 

Putnam 

Queens 

Kensselaer . 



Eichmond 

Kockland 

St. Lawrence . 

Saratoga 

Schenectady. - 



Schoharie . 
Schuyler .. 

Seneca 

Steuben . - . 
Suffolk.... 



Sullivan... 

Tioga 

Tompkins . 

■Ulster 

"Warren . . . 



"Washington.. 

"Wayne 

"Westchester - 

"Wyoming 

Yates 



gate. 



31, 703 

583 
534 
641 
647 
597 

720 
320 
463 
422 
277 

346 
631 
350 
1,289 
378 

316 
249 
266 
251 
62 

423 
775 
2,244 
324 
349 

464 
806 
259 
4,383 
385 

891 
747 
383 
476 
259 

633 
625 
77 
377 
518 

133 
109 
930 
471 
116 

326 
202 
182 
831 
260 

290 
294 
297 
397 
276 

506 
453 
441 
344 
205 



"White, (a) 



Total. 



31, 669 



583 
534 
541 
647 
697 

720 
320 
463 
422 
277 

346 
631 
350 
1,289 
378 

316 
249 
266 
251 
62 

423 
775 
2,226 
324 
349 

464 

806 

259 

4,367 



891 
747 
383 
476 
259 

633 
625 
77 
377 
518 

133 
109 
930 
471 
116 

326 
202 
182 
831 
260 

290 
294 
297 
397 
276 

506 
453 
441 
344 
205 



Male. 



5,355 



Fe- 
male. 



84 
82 
74 
106 
110 



59 
71 

74 
160 

55 
156 

49 

34 
41 
75 
69 
14 

84 
132 
113 

40 
81 

90 
107 

76 
613 



160 

127 

73 

73 

64 

100 

171 

20 

56 

87 

31 
33 
123 



134 
60 
47 

176 
56 



97 
40 
62 

106 N 
31 

78 
118 
63 
60 
51 



499 
452 
467 
541 
487 

622 
274 
377 
363 
206 

272 
471 
295 
1,133 
329 

282 
208 
191 
182 
48 

339 
643 
2, 113 
284 
268 

374 
699 
183 
3,754 
297 

731 
620 
310 
403 
195 

533 

454 

57 

321 

131 

102 
76 
807 
403 
102 

192 
142 
135 
655 
204 

193 
254 
235 
291 
245 

428 
335 
378 
275 
154 



Colored. 



Total. 



34 



18 



Male. 



Fe- 
male. 



Aggre- 



1,042,160 



25, 360 
10, 598 
12, 087 
14, 975 
12, 198 

15, 082 
9,105 
8,718 

11,011 
8,580 

5,626 

10, 357 
13, 027 
48, 978 

7,985 

9,375 
7,513 
6,317 
6,580 
1,086 

9,106 

14, 431 

116, 335 

6,952 

7,410 

9,375 

28, 012 

8,264 

237, 930 

11, 947 

23, 250 
26, 033 
10, 081 

17, 955 
6,829 

15,950 

10, 836 
2,730 

21, 536 

19, 619 

7,632 
5,691 

18, 995 

11, 697 
4,432 

6,698 
3,579 
5,124 
18, 565 
11, 207 

7,965 
7,008 
6,672 
18, 284 
5,759 

10, 413 
11, 501 

20, 395 

7,288 
4,056 



"White, (a) 



Total. 



25, 302 
10, 664 
12, 046 
14, 975 
12, 120 

16, 076 
9,064 
8,709 

11, Oil 
8,508 

5,617 
10, 353 
12, 873 
48, 801 

7,966 

9,375 
7,471 
6,303 
6,580 
1,086 

9,063 

14,420 

114, 605 

6,952 

7,392 

9,316 
27, 909 

8, 257 

236, 318 

11,926 

23, 216 
26, 017 
10, 043 

17, 433 
6,810 

15, 941 

10, 656 
2,709 

20, 967 

19, 589 

7,566 
6,644 

18, 995 

11, 601 
4,422 

6,656 
3,557 
5,110 
18, 507 
11, 104 

7,955 

6, 932 
6,622 

18, 158 
5,747 

10, 403 
11,495 

20, 254 

7, 283 
4,030 



Male. 



519, 297 



12, 740 
5, 326 
5, 931 
7,258 
6,142 

7,512 
4,638 
4,491 
5,891 
4,415 

2,918 
5,306 
6,541 
24, 255 
4,085 

4,702 
3,687 
3,275 
3,493 
599 

4,642 
7,294 
57, 403 
3,527 
3,753 

4,637 

14, 028 

4,290 

117, 993 

5,959 

12, 098 
12, 926 
5,054 
8.523 
3 602 

8,057 

o 364 

1,413 

10, 805 

10, 067 

3,642 
2,847 
7,611 
6,719 
2,218 

3,567 
1,843 
2,542 
9,310 
6,501 

4,063 
3,530 
3,205 
9,352 
2,867 

5,129 
5,857 
10, 296 
3,639 
2, 019 



Fe- 
male. 



516, 083 



12, 562 
5,238 
6,115 
7,717 
5,978 

7,564 
4,426 
4,218 
5,120 
4,093 

2,699 
5,047 
6,332 
24, 646 
3,881 

4,673 
3,784 
3,028 
3,087 
487 

4,421 
7,126 
,57, 202 
3,425 
3,639 

4,679 
13, 881 
3,967 
118, 325 
5,967 

11,118 
13, 091 
4,989 
8,910 
3,308 

7,884 
6,292 
1,296 
10,162 
9,622 

3,924 
2,797 
11, 384 
6,882 
2,204 

3,089 
1,714 
2,568 
9,197 
5,603 

3,892 
3,402 
3,417 
8,806 
2,880 

6,274 
6,638 
9,958 
3,644 
2,011 



Colored, 



Total. 



6,780 



78 

6 

101 

9 



72 

9 

4 

154 

177 

19 



43 

11 

1,730 



18 

59 

103 

7 

1,612 

21 

34 
16 
38 
522 
19 

9 

180 
21 

869 
30 



42 
22 
14 
68 
103 

10 
76 
60 
126 
12 

10 

6 

141 

5 

26 



Male. 



21 

6 

884 



31 

49 

6 

806 

11 



11 

259 

9 

4 

77 

16 

298 

14 

34 
26 



Fe- 
male. 



3,375 



37 
15 
20 



37 

2 

61 

6 



1 
2 

82 



20 
3 



22 

6 

846 



28 
54 
1 
806 
10 

18 

8 

27 

263 

10 

5 

103 

5 

271 
16 

32 
21 



46 
5 



24 
11 



33 
43 



32 

22 

68 

7 

3 
4 

65 
2 

11 



a Includes unseparated colored. 



INSTITUTIONS. 



83 



Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. 

NORTH CAROE.IIVA. 

1880. Population I,399,7.'i0. Enrolled in public common scliools 256,422 

1890. Population 1, PIT, 947. Enrolled in public common schools .325,861 

Gain of population 15. 59 per cent. Gain of enrollment in public common schools 27. 08 per cent. 

PUBLIC COMMON SCHOOLS OF NORTH CAROLINA FOR THE YEAR ENDED JUNE 30, 1890. 



The St-ite 

AlamaDce 

Alexander 

Alleghany 

Ansou 

Ashe 

Beaufort 

Bertie 

Bladen 

Brunswick 

Buncomhe 

Burke 

Cabarrus 

Caldwell 

Camden 

Carteret 

Caswell 

Catawba 

Chatham 

Cherokee 

Chowan 

Clay 

Cleveland 

Columbus 

Craven 

Cumberland ... 

Currituck 

Dare 

Davidson 

Davie 

Duplin 

Durham 

Edgecombe 

Forsyth 

Franklin 

Gaston 

Gates 

Graham 

Granville 

Greene 

GuUford 

Halifax 

Harnett (a) 

Haywood 

Henderson 

Hertford 

Hyde 

Iredell 

Jackson 

Johnston 

Jones 

Lenoir 

Lincoln 

McDowell 

Macon 

Madison 

Martin 

Mecklenburg- -. 

Mitchell 

Montgomery . . . 
Moore 

Nash 

New Hanover - . 
Northampton .. 

Onslow 

Orange 

Pamlico 

Pasquotank 

Pender 

Perq^uimans 

Person 



Aggre- 
gate. 



6,865 



89 
96 
69 
65 
102 



31 

23 

67 
81 
107 
42 
30 

20 
96 
93 
66 

101 

31 
26 

114 
57 

108 

59 

71 
82 
81 
81 

60 
20 
80 
46 
127 

92 
74 
60 

57 
57 

27 
169 

31 
119 

61 



62 
51 
56 
59 

69 
135 
59 
54 
78 

87 
28 
76 
57 
84 

37 
34 
53 
46 
45 



White. 



Total. 



40 
56 

33 

20 
41 
24 
91 

39 
46 
56 
46 
31 

15 
108 
29 
84 
21 

40 
40 
41 
51 
57 

42 
75 
59 
37 
58 

45 
13 
37 
39 
4.^ 

21 
18 
30 
27 



Male. 



2,682 



Fe- 
male. 



Colored. 



Total. 



2,324 



Male. 



1,410 

10 
5 
6 

28 
5 

15 
27 
18 
16 
6 



17 
20 

42 
IS 
39 
18 
41 

16 ! 

23 

19 



Fe- 
male. 



Aggre- 
gate. 



325, 861 



3,006 
2,349 
1,449 
3,704 
4,446 

3,876 
4,193 
3, 077 
2,510 
8, 323 

3,142 
3,646 
2,971 
1, 659 
945 

2,636 
4,163 
4,889 
2,610 
2,466 

1,117 
4,800 
3,785 
3,804 
4,814 

1,201 

1,111 
5,019 
2,750 
4,601 

3,256 
3,517 
4,139 
3,261 
4,341 

2,214 
852 
3,821 
1,723 
5,944 

6,164 
3,362 
3,258 
3,043 
2,822 

2,340 
5,426 
2,210 
6,217 
2,542 

2,461 
2,725 
2,237 
2,603 
4,145 

3, 207 
7,067 
2,387 
2,281 
2,745 

3,648 
2,911 
3,255 
2,418 
2,473 

2,127 
1,713 
2,221 
2.499 
1,885 



White. 



Total. 



1,927 
2, 225 
1,333 
1,460 
4,336 

2,245 
1, 512 
1,439 
1,384 
7,266 

2,253 

2,651 

2,594 

970 

707 

1,011 
3,619 
2,747 
2,546 
742 

1,062 
4,108 
2,281 
1,529 
2.028 

611 
1,016 
4,117 
1,970 
2,504 

1,918 
1,107 
3,187 
1,560 
2,948 



852 
1,861 

931 
4,148 

1,591 
1,576 
3,206 
2,763 
1,129 

1,050 
3,950 
2,112 
4,310 
645 

1,530 
2, 040 
1,909 
2,463 
4,084 

1,731 
3, 631 
2,387 
1,524 
2,071 

1,777 
1,320 
1,324 
1,635 
1,425 I 

1,197 
656 
1. 072 
1,045 
1,002 



Male. 



1,043 

1,189 

730 

750 

2,256 

1,147 
821 
770 
724 

3,237 

1,161 

1,420 

1,341 

500 

355 

517 

1, 934 
1,442 
1,362 

402 

561 
2,000 
1,199 

729 
1,058 

353 

54] 

2,246 

1,050 

1,301 

985 
520 

1,729 
760 

1,537 

526 
462 
917 
466 
2,239 

826 

788 

1.752 

1,203 

5E6 

600 

2, 097 
1,075 
2.329 

335 

783 
1, 113 
1,048 
1,300 
^,217 

910 
1,968 
1,291 

786 
1,090 

872 
601 
753 
894 
810 

601 
352 
594 
555 
519 



1,411 

472 
390 
944 
465 
1,909 

765 

788 

1,454 

1,560 

533 

450 
1,853 
1,037 
1.981 

310 



.5S6 
304 
478 
490 



Total. 



Colored. 



Male. 



117, 017 



1,079 
124 
116 

2,244 
110 

1,631 
2,681 
1,638 
1,126 
1,057 



995 

377 
689 
238 

1,625 

544 

2,142 

64 

1,724 

55 
692 

1, 5(14 
2,275 

2, 786 

590 
95 
902 
780 
2,097 

1,338 
2,410 
952 
1,701 
1, 393 

1,216 



1,960 

792 

1,796 

4,573 

1,786 

52 

280 

1,693 

1,290 
1,476 
08 
1,907 
1.897 

931 
685 
328 
140 
61 

1,476 
3, 436 



757 
674 

1,871 
1,591 
1,931 
783 
1,048 

930 
1.057 
1.149 
1,454 



55, 523 



532 

55 

56 

1,126 

60 

756 
1,243 
770 
542 
498 

461 
502 
192 



712 
258 
986 
28 
705 

30 

325 

741 

1,050 

1,322 

309 
53 
343 
415 
902 

610 
1,124 
469 
780 
660 



Fe- 
male. 



912 
374 
942 

2,321 
850 
24 
1.50 
790 

650 
700 
49 
874 
924 

391 

373 

152 

60 

30 

673 
1, 759 



385 
300 

868 
730 
893 
377 
509 

413 
492 
497 
683 
393 



61,494 



547 

69 

60 

1,118 

50 

875 
1, 438 
868 
584 
559 

428 
493 
185 
300 
130 

913 

286 

1,156 

36 



25 

367 

763 

1,225 

1,464 

281 
42 
559 
365 
1,195 

728 
1,286 
483 
921 
727 

675 



1,048 
418 
854 

2,252 

936 

28 

130 

903 

640 

776 

49 

1,033 

973 

540 

312 

176 

80 

31 

803 
1,677 



372 
374 

1,003 
861 

1,038 
406 
539 

517 
565 
652 
771 
490 



a Tlus county having f^ed to report for 1890, the figures inserted are for 1888. 



84 



EDUCATION. 



Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. 

NORTH CAROr.I]\A— Continued. 



COCNTIES. 



Pitt 

Polk 

Kandolpb 

Richmond 

Eobeson 

Croatans . 

Rockingham . 

Rowan 

Rutherford. .. 

Sampson 

Stanly 

Stokes 

Surry 

Swain 

Tranaylvan ia 

Tyrrell 

Union 

Vance 

Wake 

"Warren 

' Washington . 

"Watauga 

Wayne 

Wilkes 

AVilaon (a) . . . 

Yadkin 

Yancey (a)... 



Aggre- 
gate. 



13.5 
36 

119 
84 

167 
18 

101 
136 
92 
90 
71 

79 
98 

28 
35 

18 
108 

50 
143 



White. 



Total. 



80 
23 
97 
40 
100 



Male. 



Fe- 
male. 



Colored. 



Total. 



Male. 



Fe- 
male. 



Aggre- 
gate. 



5, 525 
1,402 
5,838 
4,072 
5,401 
422 

4,750 
6,456 
3,968 
3,937 
3,353 

3,457 
4,007 
1.232 
1.534 

350 
6,020 

2, 255 
8,760 

3,281 
2,249 
2,519 

3, 717 

4,220 
3,965 
3,521 
3,128 



White. 



Total. 



3,052 
934 
5,007 
1,383 
2,692 



2,037 
4,660 
3,084 
1,940 

2,885 

2,845 
3,301 
1,209 
1,368 

J 70 
4,020 

769 
4,385 



1,167 
2,445 
2,070 

3,914 

2,075 
3,089 
3,000 



Male. 



1,554 
503 

2,470 
740 

1,393 



1,370 
2,367 
1,614 
1, 023 
1,516 

1,523 

1,830 

627 

747 

90 

2,100 

393 

2.291 

429 
596 

1,290 
1,045 

2,076 
1,037 
1,499 
1,560 



Fe- 
male. 



1,498 
431 

2, 537 
643 

1,299 



1,267 
2,293 
1.470 
917 
1,369 

1,322 

1.465 

582 

621 

80 

1.920 

376 

2,094 

456 

671 

1,155 

1,025 

1,838 
1,038 
1,590 
1,440 



Colored. 



Total. 



2, 473 

468 

831 

2,689 

2,709 

422 

2,113 
1,796 

884 
1,997 

468 

612 

706 

23 

166 

180 
2,000 
1,486 
4,375 

2,396 

1,082 

74 

1,647 

306 

1,890 

432 

128 



Male. 



1,138 

200 

382 

1,235 

1.271 

234 

1,041 
862 
427 
850 
231 

287 

401 

14 

83 

95 

1,040 

692 

2,025 

1,079 

499 

35 

751 

160 
945 

221 



Fe- 
male. 



1,335 

268 

449 

1, 4.54 

1,438 

188 

1,072 
934 
457 

1,147 
237 

325 

305 

9 

83 

85 

960 

794 

2,350 

1,317 



896 

146 

945 

211 

60 



IVORTII DAKOTA. 



1880. Population 36, 909. 

1890 Population 182, 719. 

Gain of population 395. 05 per cent. 



Enrolled in public common schools 3, 746 

Enrolled in public common schooLs 35, 543 

Gain of enrollment in public common schools 848. 83 per cent. 



PUBLIC COMMON SCHOOLS OF.NOETH DAKOTA FOR THE YEAR ENDED JUNE 30, 1890. 



The State . 



Barnes 

Benson 

Billings... 
Bottineau . 
Burleigh . . 



Cass 

Cavalier . 
Dickey.. - 

Eddy 

Emmons . 



Foster 

Grand Forks . 

Griggs 

Kidder 

Lamoure 



Logan 

McHenry (c) . 

Mcintosh 

McLean 

Mercer 



Morton . . 
Nelson . - . 

Oliver 

Pembina. 
Pierce 



Ramsey - . 
Rnnsoni . . 
Richland . 
Rolette... 
Sargent . . 



Aggre- 
gate. 



1,982 



: 



105 

31 

2 

14 

44 

207 
58 
95 
15 
33 

22 
111 
43 
17 
51 



21 
17 
17 

7 

35 
39 

1 
109 

5 

61 
03 
151 
18 
71 



White, (b) 



Total. 



105 

31 

2 

14 

44 

207 
58 
95 
15 
33 

22 
111 

4;i 

17 
51 

2 
21 
17 
17 

7 

35 
39 

1 
109 

5 

61 
93 
151 
18 
71 



Male. 



560 



Fe- 
male. 



72 
23 
1 
10 
32 

147 
35 
80 
12 
22 



5 17 

20 ni 

10 33 

5 12 

15 36 



Colored. 



Total. 


Male. 


Fe- 
male. 




































































































































































































Aggre- 
gate. 



1,448 

359 

21 

508 

787 

4,116 

1,311 

1.328 

187 

353 

254 
3,450 
558 
260 
389 

22 
252 
252 
195 

71 

740 

865 

7 

3.361 

61 

730 

1, 168 1 

2,571 

594 

987 



White, (b) 



Total. 



1,448 

359 

21 

508 

787 

4,116 

1,311 

1.328 

187 

353 

254 
3.450 
558 
260 
389 

22 
252 
252 
195 

71 

740 

865 

7 

3,361 

61 

730 

1,168 

2,571 

594 

987 



Male. 



743 

191 

10 

280 



2,106 

738 

660 

97 

220 

145 
1,786 
290 
129 
226 

12 

127 
147 
104 
38 

417 

518 

4 

1,826 

38 

364 
600 
1.348 
315 
460 



Fe- 
male. 



705 
168 
11 
228 
407 

2,010 

573 

668 

90 

133 

109 
1,664 
268 
131 
163 

10 

125 

105 

91 

33 

323 

347 

3 

1.535 

23 

366 
568 
1,223 
279 
537 



Total. 



Male. 



Fe- 
male. 



a This county having failed to report for 1890, the figures inserted are for 1888. b Includes unseparated colored. c No report; estimated as reJpoHfeti for 1889. 



INSTITUTIONS. 



85 



Table 8.— SCHOOL ENROLLMENT, CENSUS OK 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. 

IVORTH DAKOTA— ContiDUed. 





TEACHERS. 


PUPILS. 


COOKTIES. 


Aggre- 
gate. 


White, (a) 


Colored. 


Aggre- 
gate. 


White, (a) 


Colored. 




Total. 


Male. 


Fe- 
male. 


Total. 


1 


Total. 


Male. 


Fe- 
male. ■ 

1 


Total. 


Male. 


Fe- 
male. 


Stark 


22 
65 
73 
13 

127 

155 

12 

20 


22 
65 
73 
13 

127 

155 

12 

20 


7 
24 
11 

2 

41 

41 

3 

3 


15 
41 
62 
11 

86 

114 

9 

17 


1 


359 

867 

1,022 

149 

1,938 

3, 627 

223 

153 


359 

867 

1,022 

149 

1,938 

3,627 

223 

153 


1S3 

483 

523 

86 

1, 035 

1,917 

96 

90 


176 

384 

490 

63 

003 

1, 710 

127 

63 








Steele 












StutsmaB 
















i 








Traill 














"Walsh 














Ward 














Wells 





























OHIO. 

1880. Population 3, 198, 062. Enrolled in jjublio common school.^ 752, 442 

1890. Population 3, 672, 316. Enrolled in pu blie conunoii schools 797, 439 

Gain of population 14. 83 per cent. Gain of enrollment in public common schools 5. 98 jier cent. 

PUBLIC COMMON SCHOOLS OF OHIO FOE THE YEAR ENDED AUGUST 31, 1890. 





TEACHERS. 


PUPILS. 


COUNTIES. 


Aggre- 
gate. 


White. 


Colored. 


Aggre- 
gate. 


White, (a) 


i Colored. 




Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe 
male. 


TliB fltate 


25, 156 


25, 127 


10, 833 


14 294 


29 


8 


21 


797,439 


793,754 


411, 634 


382, 120 


3,685 


1, 805 


1,880 






180 
272 
230 
540 
306 

206 
348 
214 
229 
206 

199 
266 
235 
192 
425 

184 
279 
991 
370 
249 

280 
247 
270 
171 
543 

240 
241 
227 
198 
260 

1,049 
306 
285 
178 
239 

256 
167 
181 
350 
168 

246 
273 
161 
204 
434 

275 
362 
365 
174 
355 


ISO 

272 
230 
540 
306 

206 
348 
214 
228 
206 

199 
266 

235 
192 
425 

184 
279 
987 
370 
249 

280 
247 
270 
171 
543 

240 
241 
227 
198 
260 

1,034 
306 
285 
178 
239 

256 
167 
181 
350 
168 

246 
272 
161 
204 
434 

275 
362 
365 
174 
355 


122 
148 
115 
167 
109 

116 
164 
124 
97 
117 

103 
104 
121 
110 
161 

120 
119 
113 
217 
94 

98 
57 

167 
89 

159 

111 
146 
69 
84 
149 

203 
154 
122 
105 
99 

150 
90 
123 
117 
96 

110 
165 
30 
116 
175 

132 
78 
61 
82 

141 


58 
124 
115 
373 
197 

90 
184 

90 
131 

89 

96 
162 
114 

82 
264 

64 
160 
874 
153 
155 

182 
190 
103 
82 
384 

129 
95 
168 
114 
111 

831 
152 
163 
73 
140 

106 
77 
68 

233 
72 

136 
107 
131 
88 
259 

143 

284 

304 

92 

214 








6,730 
8,916 
6,415 
9,913 

8,842 

7,167 
14, 092 

7,881 
8,827 
5,073 

6,500 
10,156 
8,378 

6, 029 
13, 528 

7,431 
7,641 
46, 308 
11,765 
6,448 

6,013 
7,128 
8,571 
5, .505 
20, 773 

5,738 

7, 919 
3,379 
6,832 

8,182 

47,494 
9,652 
7.982 
5,557 
6,683 

7,585 
6,201 
5,769 
7,614 
7,836 

8,897 
6,710 
3,377 
9,987 
10, 159 

6,659 
8,537 

15, 265 
4,902 

10, 900 


6,730 
8,916 
6,415 
9,913 
8,842 

7,167 

14, 092 
7.881 
8,757 
5,073 

6,500 
9,458 
8,378 
6,029 
13,528 

7,431 
7,641 
45, 886 
11, 765 
6,448 

6, 613 
7,033 
8,571 
5, 565, 
20, 773 

5,738 
7,919 
3,379 
6,832 
8,182 

45, 894 
9,652 
7,982 
5.557 
6,683 

7,585 
6.201 
5,769 
7,614 
7,836 

8,772 
6,710 
3,377 
9,987 
10, 116 

6,659 
8,537 

15, 265 
4,902 

10, 779 


3,549 
4,093 
3,372 
4,939 
4,559 

3,780 
7,165 
4,159 
4.406 
2, 617 

3,414 
4,972 
4,425 
3,193 
7,044 

3,950 
3,914 
23. 350 
6, 200 
3,453 

3,293 
3,695 
4,541 

2, 869 
10, 404 

3,008 
4,076 
1,827 
3,575 
4,234 

23, 426 
5,060 
4, 075 
2,861 
3,586 

3. 987 
3, 185 
3, Ida 
3,997 
4,026 

4,538 
3,518 
1,747 
5, 147 
5,179 

3,459 
4,347 
7,779 
2.543 
5,475 


3,181 

4, 223 
3,043 
4,974 
4,283 

3,387 
6,927 
3,722 
4,351 
2,456 

3,086 
4,486 
3,953 
2,836 
6,484 

3,481 
3,727 
22, 536 
5,565 
2,995 

3. 320 
3, 338 
4,030 
2,696 
10, 369 

2,730 
3,843 
1,552 
3,257 
3,948 

22, 468 
4,586 
3.907 
2; 696 
3, 097 

3,598 
3,016 
2,606 
3,617 
3,810 

4,234 
3,192 
1,630 
4,840 
4,937 

3,200 
4,190 
7,486 
2.359 

5, 304 








Allen 


























=' 










































































1 




i 




70 


34 


36 


















Clark 








698 


344 


354 




































































4 




4 


422 


198 


994 


























.... 








Erie 








95 


40 


55 








































Fulton 














Grallia 


























































15 


6 


9 


1, 60(1 


800 
































































Hockiii"- 
































































125 ; 


55 


70 












JLake 








1 




























43 


16 


27 










































1 












Mahoning 









121 


51 


70 



a Iiiciiulcs iinseparateil colored. 



86 



EDUCATION. 



Table 8 — SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COXJNTIES— Continued. 

OHIO— CoDtimieil. 











I'EACHERy. 


PUPILS. 


COUNTIES. 


Aggre- 
gate. 


White. 


Colored. 


Aggre- 
gate. 


White, (a) 


Colored. 




Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 




286 
274 
267 
177 
261 

211 
424 
244 
245 
359 

237 
143 
192 
209 
203 

135 
351 
189 
241 
353 

283 
261 
187 
350 
196 

505 
367 
410 
311 
246 

257 
160 
172 
391 

339 
265 
389 
241 


286 
274 
267 
177 
261 

211 
424 
244 
245 
359 

237 
143 
192 
209 
203 

135 
351 
189 
241 
353 

278 
261 
183 
360 
196 

505 
307 
410 
311 
246 

257 
160 
172 
391 

339 
265 
389 
241 


115 
124 
120 
111 
128 

169 
135 
134 
111 
160 

170 
45 
93 
122 
125 

84 
124 
108 
139 
139 

107 
101 
93 
166 
106 

239 
116 
142 
175 
118 

126 
85 
78 

154 

182 
118 
133 
119 


171 
150 
147 
66 
133 

42 
289 
110 
134 
199 

67 
98 
99 

87 
78 

51 
227 

81 
102 
214 

171 
160 

90 
184 

90 

266 
251 
268 
136 
128 

131 
75 
94 

237 

157 
147 
256 
122 








6,423 
5,698 
8,051 
7,256 
8,515 

7,067 

17, 803 
5,095 
4,786 

11, 276 

5,926 
5,847 
7,289 
8,025 
6,739 

4,744 
6,562 
5,885 
7,795 
8,660 

9, 209 
6,902 
8,510 
8,942 
5,947 

18, 809 
11, 177 

9,729 

12,615 

6,074 

8,789 
4,546 
5,717 
11,237 

10, 611 
6,270 

10, 820 
5,587 


6,423 
5,698 
8.051 
7,256 
8.515 

7.067 

17, 803 
5, 095 
4,786 

11, 276 

5,926 
5,847 
7,289 
8,025 
6,739 

4,744 
6,562 
5,885 
7, 795 
8,660 

9,001 
6,892 
8,322 
8,936 
5,947 

18, 797 
11, 090 

9,729 

12.615 

6,074 

8,789 
4,546 
5,717 
11,237 

10, 611 
6,270 

10, 820 
5,587 


3,260 
2,978 
4,237 
3,828 
4,495 

3,894 
9,139 
2.678 
2,539 
5,847 

3,171 
2,982 
3,763 
4.198 
3, 553 

2,503 
3,348 
3,186 
4,062 
4,485 

4,634 
3,687 
4,248 
4,016 
3,244 

9,612 
5.637 
4; 911 
6,641 
3,149 

4,633 
2.351 

3; 040 
5,873 

5,541 
3, 173 
5,688 
3,030 


3,163 
2,720 
3,814 
3,428 
4,020 

3,173 
8,664 
2,417 
2,247 
5,429 

2,755 
2.865 
■■;. 526 
3.827 
3,186 

2,241 
3,214 
2,699 
3,733 
4,175 

4,367 
3,205 
4,074 
4, 320 
2,703 

9,185 
5,453 
4,818 
6,974 
2,925 

4,156 

' 2, 195 

2,677 

5,364 

5,070 
3,097 
5, 132 
2,557 








Medina 




























Mercer 














Miami 




























Montjiomery 










































lUnstliiiio-iiTn 














Noble 














Ottawa 




























Perry 














Pickaway 














Pike 














Portage 














Preble 




























Kichland 
















5 


1 


4 


208 

10 

188 

6 


114 
5 

103 
4 


94 
5 






4 


1 


3 








Shelby 










Stark 








12 

87 


4 
37 




tiummit 








50 


Trambull 






































Van Wert 














"Vinton 














"Warren 




























Wayne 














Williams 














Wood 














Wyandot 





























OKl.AHOlnA. 

PUBLIC COMMON SCHOOLS OF OKLAHOMA REPORTED TO AUGUST 31, 1890. 





TEACHERS. 


PUPILS. 


COUNTIES. 


Aggre- 
gate. 


White. 


Colored. 


Aggre- 
gate. 


White. 


Colored. 




Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


The Territory (6) 


17 


17 


15 


2 








579 


579 


273 


306 




















Greer 


17 


17 


15 


2 








579 


579 


273 


306 






















a Includes unseparated colored. 



b Greer county only (claimed by Texas) . 



INSTITUTIONS. 



87 



Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Coutinued. 

OREeoiv. 

1880. Population 174, 768. Enrolled in public common schools 37, 437 

1890. Population . . , 313, 767. Enrolled in public common schools 63, 354 

Gain of population 79. 53 per cent. Gain of eniollmeut in public common schools 69. 23 per cent. 

PUBLIC COMMON SCHOOLS OF OREGON FOR THE YEAR ENDED MARCH 3, 1890. 





TEACHERS. 




PUPnS (BETWEEN 4 


AND 20 YEARS OF A&E). 


COUNTIES. 


Aggre- 
gate. 


White, (a) 


Colored. 


Aggre- 
gate. 


White, (a) 




Colored. 




Total. 


Male. 


Pe- 
iQale. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 




2,566 


2,566 


1, 111 


1,455 








63,354 


63, 339 


32, 308 


31, 031 


15 


4 


11 










Bater 


57 
85 
156 
35 
•26 

90 
49 
14 
158 
34 

41 
17 
109 
32 
20 

29 
196 
203 

IS 
130 

30 
252 
99 
29 
24 

129 
95 
29 
86 
139 
155 


57 
85 
156 
35 
26 

90 
49 
14 
158 
34 

41 
17 
109 
32 
20 

29 
196 
203 

18 
130 

30 
252 
99 
29 
24 

129 
95 
29 
86 
139 
155 


29 
26 
78 
6 
10 

41 
24 
8 
75 
14 

14 

8 

48 

16 

8 

13 
71 
113 
10 
58 

14 
68 
40 
19 
16 
66 

44 
15 
211 

77 
72 


28 
59 
78 
29 
16 

49 
25 
6 
83 
20 

27 
9 
61 
16 
12 

16 

125 
90 
8 

72 

16 
194 
59 
10 
8 

63 
51 
14 
66 
62 
83 








1,350 
2,610 
4,009 
1,181 
910 

1,926 
641 
300 

3,170 
908 

1,104 

412 

2,740 

1,160 

551 

590 
3,741 
4,098 

249 
4,658 

903 

9,153 

1,960 

445 

688 

3,261 
2,566 
1,093 
1,329 
2,955 
2,693 


1,350 
2,610 
4,009 
1,181 
910 

1,926 
641 
300 

3,170 
908 

1,104 

412 

2,740 

1,160 

551 

590 
3,741 
4,098 

249 
4,658 

903 

9,138 

1,960 

445 

688 

3,261 
2,566 
1,093 
1,329 
2,955 
2,693 


656 

1,326 

2,103 

600 

469 

1,003 
335 
160 

1,587 
453 

504 
214 
1,421 
010 
279 

296 
1.860 
2, 166 

132 
2, 503 

416 

4,504 

1,015 

252 

335 

1,606 
1,354 
513 
645 
1,629 
1,362 


694 

1,284 

1,906 

581 

441 

923 
306 
140 
1,583 
455 

600 
198 
1,319 
550 
272 

294 
1,881 
1,932 

117 
2,155 

487 
4,634 
945 
193 
353 

1,655 
1,212 
680 
684 
1,326 
1,331 






















Clackamas 














Clatsop - 










































Crook 














Curry 










































Grant 














Harney 










































Xlamath 














Lake 










































Malheur 




























Morrow 






















15 


4 


11 


Polk 










Sherman 




























Umatilla 


















1 
























Wasco 




























TamhiU 





























a Includes unseparated colored. 



88 



p:ducation. 



Table 8.— SCHOOL ENEOLLMENT, CENSUS OF 1890 : PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. 

I*I!;IVI\SVI.VAJV1A. 

1880. Population 4.282,891. Enrolled in puWic common schools 950,300 

1890. Population 5, 258, 014. Enrolled in public common schools l^Oll, 163 

Gain of population 22. 77 per cent. Gain of enrollment in public common schools 6. 40 per cent. 

PUBLIC COMMON SCHOOLS OF PENNSYLVANIA FOE THE YEAE ENDED JUNE 2, 1890. 



TEACHEES. 



The State . 



Adams 

Allegheny - 
Armstrong 

Beaver 

Bedford . . . 



Berks — 
Blair : . . . . 
Bradford . 

Bucks 

Butler.... 



Cambria. . 
CaTueron . 
Carbon... 
Center . . . 
Chester . . 



Clarion . . . . 
Clearlield . 
Clinton . . . 
Columbia. 
Crawford . 



Cumberland . 

Dauphin 

Delaware 

Elk 

Erie 



Fayette . . 

Forest 

Franklin - 
Fulton . . . 
Greene . . . 



Huntingdon.. 

Indiana 

Jeflerson 

Juniata 

Lackawanna . 



Lancaster . 
Lawrence . 
Lebanon . - 

Lehigh 

Luzerne.. - 



Lycoming . 
licKean... 

Mercer 

Mifflin 

Monroe 



Montgomery 

Montour 

Northampton 

Northumberland . 
Perry 



Philadelphia . 

Pike 

Potter 

Schuylkill.... 
Snyder 



Somerset 

Sullivan 

Susquehanna. 
Tioga 



Union 

Yenango 

"Warren 

"Washington 



"Wayne 

"Westmoreland 

Wyoming 

York 



Aggre- 
gate. 



24,580 



187 

1,601 

292 



661 
303 
665 
313 
340 

296 
63 
180 
261 

414 



331 
175 
219 
726 

218 
397 
244 
136 
618 

348 
103 
319 
73 
208 

248 
282 
252 
107 
464 

658 
226 
236 
348 
699 

378 
279 
505 
114 
136 

447 
84 
383 
320 
189 

2,694 

68 

242 

622 

115 

276 

97 

452 

442 

102 
348 
300 
379 



501 
183 
492 



24, 543 



187 
1,601 
292 
263 
293 

661 
303 
665 
313 
340 

296 
63 

180 
261 
414 

269 
331 
176 
219 
726 

248 
391 
244 
136 
618 

348 
103 
319 
73 
208 

248 
282 
262 
107 
464 

657 
226 



378 
279 
506 
114 
136 

447 
84 
383 
320 
189 

2,666 
68 

242 
622 
115 

276 

97 

452 

442 

102 
348 
300 
379 

366 
501 
183 
490 



Male. 



100 
195 
146 
87 
192 

372 
134 
152 
127 
160 

99 

7 
87 
157 
63 

105 

123 

71 

84 

150 

130 

219 

18 

40 

93 

180 
25 
197 



149 
149 
127 



301 
79 
166 
217 
180 

145 
37 

176 
59 
97 

161 
36 
242 
169 
123 



17 

39 

266 

94 

196 
21 
91 
91 



Fe- 
male. 



16, 160 



87 
1,406 
146 
176 
101 

289 
169 
513 
186 
190 

197 

56 

93 

104 

351 

164 
208 
104 
135 
576 

118 
172 
226 
96 
525 

168 
78 

122 
25 
81 



133 
125 



356 

147 
70 
131 
519 

233 

242 

330 

55 

39 

286 
48 
141 
151 
66 

2,567 

51 

203 

356 

21 



80 
76 
361 
351 



Total. 



69 


33 


no 


238 


42 


258 


129 


250 


58 


308 


267 


234 


4K 


135 


315 


175 



Fe- 
male. 



Aggre- 
gate. 



7,264 
82, 571 
12, 214 
10, 426 
10, 596 

27, 114 
13,824 
14, 187 
12, 936 
14, 320 

12, 752 
1,500 
8,766 

10, 389 

17, 441 

9,446 
15, 085 
6,009 
9,206 
15, 281 

9,652 
19,344 
12, 054 

4,015 
15, 607 

16, 271 
1.887 

12, 163 
2,845 
7,607 

8,751 
10, 687 
10,688 

4,314 
24,235 

29, 873 
7,897 
9.455 

15, 309 
35, 995 

14, 259 
9,469 

13, 227 
5,038 
4,855 

20, 352 
2,810 

16, 554 
15, 904 

6,944 

162,108 

2,033 

4,432 

32, 106 



10, 099 
2,417 
8,682 

11, 894 

4,067 
11, 307 

7,906 
14, 788 

7,139 
22, 921 

3,790 
21,550 



"White, la) 



Total. 



1, 005, 649 



7,264 
82,571 
12, 214 
10, 425 
10, 596 

27, 014 
13, 779 
14, 187 
12, 935 

14, 320 

12, 752 
1,500 
8,766 

10, 389 
17, 441 

9,446 

15, 086 
6,009 
9,206 

15, 268 

9,652 
18, 774 

11, 721 
4,015 

16, 567 

16, 271 
1,887 

12, 000 
2,845 
7,607 

8,751 
10, 687 

10, 688 
4,314 

24, 210 

29, 683 
7,879 
9,456 
16, 309 
36, 989 

14. 044 
9, 463 

13, 227 
6,038 
4,855 

20, 265 
2,810 
16, 489 
16, 882 
6,944 

168, 573 
2,033 
4,432 
32, 078 
4,649 

10, 099 
2,417 
8, 682 

11, 894 

4,057 
11, 282 

7,906 
14, 788 

7,139 
22, 921 

3,790 
21,441 



Male. 



3,780 
41, 582 
6,264 
5,445 
5,566 

14, 099 
7,008 
7,327 
6,983 
7,434 

6,512 
729 
4,527 
5,436 
3,726 

4,857 
7,646 
2,940 
4,999 
7,829 

4,923 
9,457 
5,916 
2,106 
7,861 

8.416 
973 
6, 292 
1,530 
4,146 

4,487 
5,552 
5,654 
2,232 
11, 358 

15, 601 
4,011 
4,930 
8,070 

17,915 

7,' 102 
4,770 
6,969 
2,497 
2,558 

10, 279 
1,408 
8,689 

8. 046 
3, 570 

77, 762 
1,034 
2,301 

16, 096 
2,456 

5,158 
1,238 
4,557 
6,133 

2,146 
5,673 
3,970 
7,389 

3,556 
11,805 
1,997 

11, 203 



Fe- 
male. 



494, 379 



3,484 
40, 989 
5.960 
4,980 
5,030 

12,915 
6,771 
6,860 
5, 952 
6,886 

6,240 
771 
4, 239 
4, 953 
8,715 

4, 589 
7,539 
3,069 
4,207 
7,429 

4,729 
9,317 
5,806 
1,909 
7,706 

7,855 
914 
5,708 
1,315 
3,461 

4,264 
6,136 
6, 134 
2,082 
12, 852 

14, 082 
3,868 
4,625 
7,239 

18, 074 

6,942 
4,683 
6,268 
2,541 
2,297 

9,986 
1,402 
7,800 
7,836 
3, 374 

80, 811 

999 

2,131 

15, 982 
2,193 

4,941 
1,179 
4,125 
6,761 

1,911 
5,609 
3,936 
7,399 

3,583 
11,116 

1,793 
10,238 



Colored. 



Total. 



100 
45 



23 



470 
333 



Male. 



Fe- 
male. 



211 
162 



190 
18 



215 
16 



107 
7 



43 



5U 
24 



11 



259 
181 



15 



104 
10 



108 
9 



32 
12 



1, 668 1, 877 
'b 18 



62 



a Includes unseparated colored. 



INSTITUTIONS. 



89 



Table S SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. 

RHODE IS1.AIVD. 

1880. Population 276, 531. Enrolled in public common schools 42, 489 

1890. Population - 34.5, 506. Enrolled in public- common schools 52, 774 

Gain of population 24. 94 per cent. Gain of enrollment in public common schools 24. 21 per cent. 

PUBLIC COMMON SCHOOLS OF RHODE ISLAND FOR THE YEAR ENDED APRIL 30, 1890. 





TEACHEKS. 


PUPILS. 


COUNTIES. 


Aggre- 
gate. 


WMte. 


Colored. 


Aggre- 
gate. 


White, (a) 


Colored. 




Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 1 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 




1,378 


1,378 


174 


1,204 








52, 774 


52,549 


2D, 382 


26, 167 


225 


101 


104 












Bristol 


54 
110 
130 
899 
185 


54 
110 
130 
899 
185 


10 
20 
18 
79 
41 


44 
84 
112 
820 
144 








1,906 
3, 883 
4,017 
3S, 170 
4, 798 


1,906 
3, 883 
3, 807 
38, 155 
4,798 


934 
1,995 
1,936 
19,131 
2,386 


972 

1,888 

1,871 

19, 024 

2,412 






























210 
15 


93 
8 


117 










7 



























.SOUTH t:AROL,l.\A. 

1880. Population 995, 577. Enrolled in public common schools 134, 842 

1890. Population 1, 151, 149. Enrolled in ])ublic common schools 203,461 

Gain of population 15. 63 per cent. Gain of enrolhnent in public common schools 50. 89 ]5er cent. 

PUBLIC COMMON SCHOOLS OF SOUTH CAROLINA FOR THE YEAR 1889-1890. 



The State 

Abbeville 

Aiken 

Anderson 

Barnwell 

Beaufort 

Berkeley 

Charleston 

Chester 

Chesterfield 

Clarendon 

Colleton 

Darliuiiton 

Edgefield 

Fairfield 

Florence 

Georgetown 

Greenville 

Hampton 

Horry 

Kershaw 

Lancaster 

Lanrens 

Lexington 

Marion 

Marlboro 

Newberry 

Oconee 

Orangeburg 

Pickens - . -X 

Eichland 

Spartanburg 

Sumter 

Union 

AVilliarasburg... 
York 



Aggre- 
gate. 



205 
132 
156 

144 

83 

127 

122 

133 

69 

77 

130 
76 
218 
114 
109 

67 
223 
78 
89 
92 

83 
143 

93 
154 

84 

107 
116 
171 



186 
144 
104 
93 
221 



White. 



2,677 



119 

81 

102 

85 
18 

49 
111 
78 
45 
52 

86 
45 
121 



22 
154 
48 
66 
65 



55 

101 

53 



86 



55 

62 

136 



1,102 



Fe- 
male. 



1, ,575 



47 
71 
60 
16 

23 
101 
55 
12 
33 

42 
31 
78 
34 
45 

12 
83 
29 
11 
29 

29 
61 
18 
32 
29 

47 
50 
43 
41 
34 



Colored. 



Total. 



Fe- 
male. 



24 



Aggre- 
gate. 



9,344 
6,402 
7,150 
7, 224 
6,391 

6,636 
6,405 
5.471 
3,356 



5, 983 
4,724 
8,913 
.5, 612 
5,385 

2,829 
9,668 
2,599 

3, 931 
4,405 

3,797 
6,487 
3,046 
6,254 
4,049 

5, 405 

4, 013 
9,275 
4, 229 

6, 029 

11, 282 
7,774 
4,743 
4,154 
8,617 



White. 



Total. 



90, 051 



3,480 
2,778 
4,167 
2,681 
520 

997 
2,978 
1,864 
2,224 
1,258 

3,066 
2,011 
3,650 
1,544 
2,386 

640 
5,369 
1,414 
2,759 

2, 007 

2,059 

3, 050 
1,912 
3, 158 
1,817 

1,933 
2, 945 
3,103 
3,279 
1,844 

7,310 
2, 215 
1,910 
1,760 
3,963 



Male. 



46, 761 



1,751 
1,472 
2,102 
1,407 
232 

508 
1,111 

944 
1,180 

650 

1,668 
1,057 
1,890 
781 
1,166 

350 
2,853 

758 
1,514 
1,024 

1,048 
1,748 
1,006 
1,659 
933 

993 
1,531 
1,640 
1,725 

935 

3,943 

1,173 

956 

924 



Fe- 
male. 



43, 290 



1,729 
1,306 
2,065 
1,274 
288 

429 
1,867 

920 
1,044 

608 

1,398 
954 

1,760 
763 

1,220 

' 290 

2,516 

656 

1,245 



1,011 
1,302 

906 
1,499 

884 

940 
1,414 
1,463 
1,554 

909 

3,367 

1,042 

954 

836 

1,894 



Colored. 



Total. 



5,864 
3,624 
2,983 
4, 543 
5,871 

4,639 
3, 427 
3,607 
1, 132 
1,631 

2,917 
2,713 
6,263 
4,068 
2,999 

2,189 
4,289 
1,185 
1,172 
2,398 

1,738 
3, 437 
1,134 
3,096 
2,232 

3,472 
1,068 
6,172 
950 
4,185 

3,972 
5,559 
2,833 
2.394 
4,654 



Male. 



2,659 
1,712 
1,400 
2,231 
2,762 

2, 473 

1,437 

1,683 

521 

834 

1, .546 

1, 370 
2,443 
1,867 
1,478 

1,143 

2, 030 
546 
576 

1,158 

851 
1,580 

501 
1.518 
1,093 

1,.57« 
503 

3,073 
476 

1,959 

1,943 
2,689 
1,330 
1,105 
2,215 



Fe- 
male. 



3, 205 
1,912 
1,583 
2,312 
3,109 

2,166 

1,990 

1,924 

611 

797 

1,371 
1,343 
2,820 
2,201 
1,521 

1,046 

2, 259 
639 
.596 

1,240 

887 
1,857 

633 
1,578 
1,139 

1,898 
565 

3,099 
474 

2,226 

2,029 
2,870 
1, 503 
1,289 
2,439 



a Includes unseparated colored. 



90 



EDUCATION. 



Tahlk 8.— school enrollment, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUTSTTIES— Continued. 

80(;XH DAKOTA. 

1880. Population - 98, 268. Enrolled in public common schools 9, 972 

1890. Population 328, 808. Enrolled in public common .scliools 77, 943 

Gain of population 234.60 per cent. Gain of enrollment in public common scliools 681.62 per cent. 

PUBLIC COMMON SCHOOLS OF SOUTH DAKOTA FOR THE YEAR ENDED JUNE 30, 1890. 





TEACHERS. 


PUPILS. 


COUNTIES. 


Aggre- 
gate. 


White. 


Colored. 


Aggre 
gate. 


Wliite. (a) 




Colored. 




Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 




4,420 


4,420 


1,294 


3,126 








77,943 


77, 940 


41,008 


36,932 


3 




3 
















98 
158 

84 
155 
243 

111 
16 
15 
35 
59 

126 

75 
88 
38 
71 

135 
90 
71 
68 
33 

86 
104 

64 
145 

75 

39 
104 
65 
67 
117 

129 

60 

126 

112 

36 

74 

25 

109 

147 

92 

48 
68 
37 
99 
209 

2 
66 
126 
93 
31 
76 


98 
158 

84 
155 
243 

111 
16 
15 
35 
59 

126 
75 
88 
38 
71 

135 
90 
71 
68 
33 

86 
104 

64 
145 

75 

39 
104 
65 
67 
147 

129 

50 

126 

112 

36 

74 

25 

109 

147 

92 

48 
68 
37. 
99 
209 

2 
66 
126 
93 
31 
76 


39 
44 
32 

56 
74 

39 

1 
1 
8 
18 

33 
21 

18 
5 

17 

34 
26 
26 
18 
6 

21 
33 
21 

45 

IS 

17 
70 
8 
]9 
42 

34 
8 
31 
37 
12 

7 

3 

24 

55 
14 

10 
14 
12 
27 
63 

is' 

45 
39 
6 
25 


59 
lU 

52 
99 
169 

72 
15 
14 
27 
41 

93 
54 
70 
33 
54 

101 
64 
45 
50 
27 

65 
71 
43 
100 
57 

22 
34 
57 
48 
105 

95 
42 
95 
75 
24 

67 
22 
85 
92 

78 

38 
54 

25 

72 

146 

2 
48 
81 
54 
25 
51 








1,-356 

2,598 
2,268 
2,739 
3,457 

2,030 
224 
210 
378 

1,068 

1,548 
1,935 
1,747 
803 
1,385 

1,972 
1,397 
1,291 
1,090 
598 

1,096 
1,683 
1,107 
1,834 
1,089 

1,112 

2,343 

540 

968 

1,848 

1,874 
2,136 
2,530 
1,725 
526 

800 

721 

1,472 

6,162 

1,516 

1,129 

660 

452 

1,081 

2,794 

42 

564 

2,731 

2,649 

337 

2,328 


1,356 
2,598 
2,268 
2,739 
3,457 

2,030 
224 
210 
378 

1,068 

1,548 
1, 9,^5 
1,747 
803 
1,385 

1,972 
1,397 
1,291 
1,090 
598 

1,096 
1,683 
1,107 
1,834 
1,089 

1,112 

2,343 

540 

968 

1,848 

1,874 
2,136 
2,530 
1,725 
526 

800 

721 

1,472 

6,159 

1,516 

1,129 

660 

452 

1,081 

2,794 

42 

564 

2,731 

2,649 

337 

2,328 


694 
1,348 
1,170 
1,482 
1,807 

1,107 
110 
114 
193 
592 

819 
1,034 
894 
446 
677 

980 
769 
669 
563 
296 

582 
924 
558 
1,005 
614 

539 
1,192 
273 
538 
937 

999 

1,033 

1,359 

931 

281 

430 
397 
785 
3,266 
820 

580 
317 
242 
577 
1,513 

21 

299 

1,450 

1,344 

189 

1,249 


662 
1,250 
1,098 
1,257 
1,650 

923 
114 
96 
185 
476 

729 
901 
853 
357 
708 

992 
628 
622 
.537 
302 

514 
759 
549 
829 
475 

• 573 

1,151 

267 

430 

911 

875 

1,103 

1,171 

794 

245 

370 
324 
687 
2,893 
696 

549 
343 
210 
604 
1,281 

21 

265 

1,281 

1, 305 

148 

1,079 




































Brookings 










































































































































































































































































^ ,. 




























^'*^' 






















- 












































































Lawrence 








































































































3 




3 


































































































Sully 




















. 

































































<i Inoludes uuseparated colored. 



INSTITUTIONS. 



91 



Table §.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. 

TEIViVESSEE. ' 

1880. Population 1, 542, 359. Enrolled in public common schools 291, 500 

1890. Population 1, 767, 518. Enrolled iu public common schools 455, 732 

Gain of population 14. 60 per cent. Gain of enrollment in public common schools 56. 34 per cent. 

PUBLIC COMMON SCHOOLS OF TENNESSEE FOR THE YEA.R ENDED JUNE 30, 1890. 





TEACHEES. 


PUPILS. 


COUNTIES. 


Aggre- 
gate. 


White. 


Colored. 


Aggre- 
gate. 


White. 


Colored. 




Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 




8,376 


6,549 


4,090 


2,469 


1,827 


1,075 


752 


455,732 


354, 130 


183, 523 


170, 607 


101, 602 


50, 493 


51, 109 








75 
130 
56 
43 
93 

56 
68 
88 
161 
60 

48 
83 
80 
42 
36 

76 
89 
46 
324 
61 

95 
87 
74 
157 
32 

71 
172 
158 

58 
136 

29 
53 

164 
52 

140 

95 
113 
110 

91 
123 

103 
32 
93 
64 
21 

87 
38 
246 
16 
86 

82 
20 
129 
52 
83 

93 
60 

127 
76 

104 

165 
41 
74 

126 
26 

49 
120 
81 
51 
29 


67 
95 
52 
38 
81 

47 
65 
79 
116 
42 

35 
62 
77 
41 
32 

66 
61 
46 
221 
61 

85 
73 
55 
76 
32 

54 
128 
106 

53 
120 

27 
42 
115 
48 
92 

78 
99 
50 
71 
98 

81 
24 
79 
61 
19 

68 
37 
206 
14 
57 

77 
17 
98 
42 
71 

84 
54 
69 
65 
74 

102 
34 
65 
79 
24 

49 
100 
78 
47 
29 


45 
33 
44 
22 
59 

39 
59 
61 
80 
30 

28 
41 
69 
26 

27 

40 
45 
26 
57 
36 

72 
31 
35 
15 
19 

36 
66 
62 
46 
70 

25 
23 
48 
44 
50 

50 
79 
20 
55 
51 

62 
16 
51 
41 
18 

47 
30 
116 
11 
32 

44 
14 
46 
28 
47 

52 
40 
24 
39 
50 

59 
25 
45 
27 
12 

36 
65 
62 
39 
18 


22 
62 
8 
16 

22 

8 

6 

18 

36 

12 

7 
21 

8 
15 

5 

26 
16 
20 
164 
15 

13 
42 
20 
61 
13 

18 
62 
44 
7 
50 

2 
19 
67 

4 
42 

28 
20 
30 
16 

47 

19 
8 
28 
20 
1 

21 
7 

90 
3 

25 

33 
3 
52 
14 
24 

32 
14 
45 
26 

24 

43 
9 
20 
62 
12 

13 
35 
16 
8 
11 


8 
35 
4 
5 
12 

9 
3 
9 
46 
8 

13 

21 

■ 3 

1 

4 

10 
28 


4 
20 
3 
4 
6 

6 

2 

7 

27 

5 

10 

14 

3 

1 

2 

5 
18 


4 
15 
1 
1 
6 

3 
1 
2 
18 
3 

3 

7 

2' 

5 
10 


3, 752 
7,314 
3,605 
1,603 
5,078 

3,565 
4,009 
3, 810 
6,725 
2,846 

2,506 
2, 831 
4,648 
2, 521 

2, 240 

3, 796 
4,769 
1,471 

16, 760 
2,667 

5,730 
3.620 
3,927 
6,917 
1,796 

4,742 
10, 234 
8.568 
5,130 
9,174 

1,953 
2,548 
10, 160 
4,039 
5,800 

4,128 
7,218 
6,258 
4,447 
5,681 

4,567 
1,176 
3.900 
3,362 
1,335 

6,288 
2, 216 
8,474 
813 
3,056 

3,153 
591 
7,317 
2,240 
5,007 

2,538 
2,639 
6,540 
4,732 
6,582 

8,470 
1,934 
3,576 
6,444 
1,210 

2I296 
8,050 
4,322 
1,951 
1,678 


3,531 
5,424 
3,450 
1,439 
4,721 

3,215 
3,910 
3,375 
4,974 
2,562 

2,033 
2,348 
4,443 
2,431 
1,750 

3, 522 
3,557 
1,459 
10, 690 
2,140 

5,240 
3,047 
2,760 
2,010 
1,796 

3,827 
7,526 
5,396 
5,030 
8,614 

1,919 
2,261 
7,106 
3,980 
3,600 

3,311 
6,641 
2,611 
3,777 
4,545 

3, 697 
925 
3,349 
3,281 
1,160 

5, '491 
2,125 
7,559 
664 
1,357 

2,965 
525 
5,539 
1,818 
4,402 

2,262 
2,457 
3,415 
4,120 
4,865 

4,937 
1,715 
3,276 
3,302 
1,167 

2,296 
6,850 
4,250 
1,777 
1,677 


1,803 
2,846 
1,700 
811 
2,486 

1,740 
1,980 
1,725 
2,597 
1,388 

1,076 
1,167 
2,467 
1,297 
775 

1,766 

1,887 

787 

5,490 

1,097 

2,760 

944 

1,486 

1,029 

927 

2, 001 
3,960 
2.802 
3,000 
4,900 

903 
1,222 
3,601 
2,113 
1,895 

1,829 
3,465 
1,325 
2,072 
2,177 

1,884 

500 

1,662 

1,736 

660 

2,651 

1,135 

3,938 

349 

719 

1,546 
300 

3,021 
963 

2,343 

1,238 
1,313 
1,690 
2,100 
2,433 

2,520 

900 

1,710 

1,740 

603 

1,246 

3,600 

2,226 

947 

893 


1,728 
2,578 
1,750 
628 
2,235 

1,475 
1,930 
1,650 
2,377 
1,174 

957 
1,181 
1,976 
1,134 

975 

1,756 
1,670 
672 
5,200 
1,043 

2,490 

2,103 

1,276 

981 

869 

1,826 
3,566 
2,594 
2,030 
-3, 714 

1,016 
1,039 
3,505 
1,867 
1,705 

1,482 
3,176 

1, 286 
1,705 

2, 368 

1,813 

425 

1,687 

1,545 

500 

2,840 
990 

3,621 
315 
638 

1,419 
225 

2.518 
865 

2,059 

1,024 
1,144. 
1, 726 
2,020 
2, 432 

2,417 

815 

1,566 

1, 562 

564 

1,050 

3,250 

3,025 

830 

784 


221 
1,890 
155 
164 
357 

350 

99 

435 

1,751 

284 

473 
483 
2U6 
90 
490 

274 

1,212 

12 

6,070 

527 

490 

673 

1,167 

4,907 


122 

942 

75 

85 

. 1^5 

200 
45 
275 
870 
144 

255 
227 
99 
53 
200 

143 

593 

7 

3,026 

266 

250 

281 

625 

2,297 


99 




948 




80 




79 




182 


Eradlpv 


150 


Camobell 


54 




160 


Carroll - 


881 




140 




218 




256 




108 


Clay 


37 


Cocke (e) 


290 


Coffee 


131 




619 




5 




103 
10 

10 
14 
19 
81 


53 
10 

8 

9 

14 

46 


60 

2 

5 

5 

36 


3,045 




271 


Dekalb 


240 




292 




542 




2,610 






Franklin 


17 
44 
52 
5 
16 

2 
11 
49 

4 
48 

17 
14 
60 
20 
25 

22 
8 

14 
3 
2 

19 
1 

40 
2 

29 

5 

3 

31 

10 

12 

9 
6 

58 
11 
30 

63 

7 

9 

47 

2 


11 

27 

33 

4 

9 

1 

5 

20 

3 

27 

12 
7 
37 
15 
20 

14 

io' 

2 

2 

13 
1 

22 
2 

17 

4 
3 

17 
3 

11 

4 
5 

28 
7 

20 

48 
5 

7 
22 

1 


6 

17 
19 

1 
7 

1 

6 

29 

1 
21 

5 
7 
23 
5 
5 

8 
8 
4 
1 

6 

is 

12' 

1 

ii 

7 
1 

5 

1 

30 
4 
10 

15 
2 
2 

25 

1 


915 

2,708 

3,172 

100 

560 

34 

287 

3,054 

69 
2,200 

817 
577 

3,647 
670 

1,136 

870 
250 
551 
81 
175 

797 

91 

915 

149 

1,699 

188 

66 

1,778 

422 

605 

276 
182 

3,125 
612 

1,717 

3,533 
219 
300 

3,142 
43 

! 


436 

1,257 

1, 595 

70 

295 

16 

137 

1,466 

31 

1,106 

425 
294 
1,834 
288 
544 

432 
130 
262 
42 
125 

432 
46 

494 
75 

875 

104 
30 
989 
209 
330 

166 

81 

1,605 

352 

865 

1,811 
136 

176 

1,.569 

22 


480 




1,451 


Giles 


1,577 




30 




265 




18 




150 




1,588 




28 




1,094 




392 




283 




1,813 


Henderson (6) 


382 




592 




438 




120 




289 




39 




50 




365 




45 


Knox (/) 


421 


Lake. 


74 




824 




84 




36 


Lincoln - 


789 


Loudon 


213 




275 


McNairy 

Mn/ioTi 


120 
101 




1,620 




260 


Marshall 


852 




1,722 




83 




124 




1,573 




21 








20 
3 

4 


12 
2 
3 


8 
1 
1 


1,200 

72 

174 

1 


500 
37 
90 

1 


700 




35 




84 


Pickett - 





a Pupils from report for 1889. 
6 Teachers from report for 1889. 



c Teachers from report for 1888. 
d Wholly from report for 1888. 



e WhoUy from report for 1889. 
/Pupils &om report for 1888. 



92 



EDUCATION. 



Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. 

XEIVNESSEE— Continued. 





TEACHEBS. 


PUPILS. 


COUNTIES. 


Aggre- 
gate. 


White. 


Colored. 


Aggre- 
gate. 


■WTiite. 


Colored. 




Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Polk 


45 
74 
59 
92 
105 

144 
59 
14 
99 

270 

92 
61 
100 
129 
72 

34 

12 
55 
21 

77 

94 
77 
151 
81 
122 
148 


43 
69 
50 

81 
75 

92 
56 
14 
92 
148 

74 
49 
91 
102 
39 

24 
12 

54 
20 
61 

87 
71 

113 
70 
71 

111 


33 
62 
40 
59 

47 

51 
47 
12 
79 
16 

56 
39 
68 
44 
11 

10 
11 
51 
20 
46 

57 
51 
73 
51 
35 
61 


10 
7 
10 
22 
28 

41 

9 

2 

13 

132 

18 
10 
23 
58 
28 

14 
1 
3 

15 

30 
20 
40 
19 
36 
50 


2 
5 
9 
11 
30 

52 
3 


1 
4 
7 
6 
10 

27 
1 


1 
1 
2 
5 
20 

25 
2 


2,592 
4, 430 
3,920 
4,159 
4,147 

12,716 

3, 096 

900 

6,374 

18, 736 

4,152 
3,437 
4,889 
7,170 
7,063 

1,911 
1,250 
3,728 
1,104 
5,274 

4,859 
3,443 
11, 184 
3,919 
8,455 
7,782 


2,522 
4,200 
3,360 
3,664 
3,044 

6,613 
2,981 
900 
6,075 
8,509 

3,597 
2,975 
4,624 
4,760 
3,424 

1,282 
1,250 
3,704 
1,086 
4,750 

4,467 
3,108 
9,607 
3, 555 
5,690 
5,189 


1,290 
2,200 
1,650 
1,987 
1,665 

3,121 
1,494 
450 
3,189 
4,093 

1,919 
1,450 
2,359 
2,421 
1,823 

651 
650 

1,874 
576 

2,500 

2,427 
1,650 
4,845 
1,892 
2,988 
2,519 


1,232 
2,000 
1,710 
1,677 
1,379 

3,492 
1,437 
450 
2,886 
4,416 

1,678 
1,525 
2,265 
2,339 
1,601 

631 
600 

1,830 
510 

2,250 

2,040 
1,458 
4,762 
1,663 
2,702 
2,670 


70 

230 

560 

495 

1,103 

6, 103 
116 


38 
130 
260 
280 
565 

3,201 
71 


32 




100 




300 




215 




538 




2,902 


Scott 


44 








7 
122 

18 
12 
9 
27 
33 

10 


5 
55 

14 
8 
5 
10 
14 

7 


2 
67 

4 
4 
4 
17 
19 

3 


299 

10, 227 

555 

462 

265 

2,410 

3,639 

629 


140 
4,871 

285 

198 

133 

1,126 

1,749 

257 


1.59 


Shelby 


5, 356 


Smith 


270 




264 




132 




1,284 




1, 890 




372 








1 
1 
16 

7 
6 
38 
11 
51 
37 


i 
1 

7 

5 
5 
30 
7 
31 
22 


9 

2 
1 
8 
4 
20 
15 


24 

18 

524 

392 

335 

1,577 

364 

2,765 

2,593 


17 
10 
271 

203 
1S8 
812 
185 
1,264 
1,346 


7 




8 




253 




189 




167 




765 


White.: 


179 
1,501 




1,247 







TEXAS. 

1880. Population 1, 591, 749. Enrolled in public common schools 176, 245 

1890. Population - 2, 235, 523. Enrolled in public common schools 476,421 

Gain of population 40. 44 per cent. Gain of enrollment in public common schools 170. 32 per cent. 

PUBLIC COMMON SCHOOLS OF TEXAS FOR THE YEAR ENDED AUGUST 31, 1890. 



1 






TEACHEKS 












PUPILS. 








ConNTIES. 


Aggre- 
gate. 


White. 


Colored. 


Aggre- 
gate. 




White. 




Colored. 




Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male.. 


The State . 


11, 094 


8,577 


5,026 


3,551 


2,517 


1,676 


841 


476, 421 


367, 682 


173, 829 


193,853 


108, 739 


50, 476 


58, 263: 








97 
87 

8 
• 10 

2 

29 
72 
26 
91 
9 

18 

148 

121 

29 

78 

78 
59 
68 
3 
56 

68 
61 
77 
8 
33 

41 

29 

1 

247 

15 


56 
74 

8 
10 

2 

27 
47 
25 
53 
9 

16 
138 
106 
28 
72 

44 
17 
34 
3 
56 

41 
59 
45 
7 
33 

41 

19 

1 

163 

11 


35 
67 

1 
5 

1 

12 
37 
13 
33 
8 

7 
70 
33 
15 
58 

26 
3 

18 
1 

39 

18 
40 
18 
3 
23 

27 
10 
1 

78 
7 


21 
7 
7 
5 
1 

15 
10 
12 
20 
1 

9 
68 
73 
13 
11 

18 
14 
16 
2 
17 

23 
19 
27 
4 
10 

14 
9 


41 
13 


36 
13 


5 


4,307 

2,544 

279 

378 

41 

1,042 
3,122 

916 
4,587 

293 

679 
8,172 
5,984 
1,300 
3,027 

3,480 
2,633 
4,043 
112 
2,594 

2,677 
2,458 
3, 380 
187 
1,309 

2. 023 

1,669 

39 

ei. 831 

374 


2,394 

2,195 

279 

378 

41 

993 
2,069 

897 
2,432 

293 

621 
7,650 
5,137 
1,245 
2,899 

2,130 
607 

2,048 
112 

2,594 

1,378 
2,394 
2,169 
146 
1, 309 

2,023 

858 

39 

2,875 
194 


1,128 

1,029 

132 

178 

19 

470 
978 
424 
1,151 
136 

293 
3,617 
2, 427 

589 
1, 370 

1,007 

287 

967 

53 

1,226 

652 

1.132 

1,025 

69 

619 

955 
407 

18 
1,359 

91 


1,266 

1,106 

147 

200 

22 

523 
1,091 

473 
1,281 

157 

328 
4,033 
2,710 

656 
1,529 

1,123 

320 

1,081 

59 

1,368 

726 
1,262 
1,144 

690 

1,068 

451 

21 

1,516 
103 


1,913 
349 


885 
160 


1,028 




189 




































2 
25 

1 
38 


ie' 

1 

22 


2 
9 

ie" 


49 
1,053 

19 
2,155 


23 

488 

9 

999 


26 




565 




10 




1,156 






Bee 


2 

10 

15 

1 

6 

34 
42 
34 


2 
8 
5 
1 
6 

11 

35 
22 


2" 

10 

23 

7 
12 


58 
622 
847 

55 
128 

1,350 
2,026 
1,995 


27 
242 
393 
25 
59 

627 
940 
926 


31 


Bell 


280 




454 




30 




69 




723 




1,086 


Brazo.s 


1,069 

















27 
2 

32 
1 


22 

ie" 

1 


5 
2 
16 




1,299 
64 

1,211 
41 


603 
29 

561 
19 


696 




35 


Caldwell 






22 










1 










10 


3 


7 


sii 


376 


435 






Cass 

Chambers 


85 
4 


84 
4 


45 
1 


39 
3 


1,956 
180 


908 
83 


1,048 
97 



a Piipila from report for 1889. 



6 Wholly from report for 1889. 



c Keport for 1889, except for the district of At'anta. 



INSTITUTIONS. 



93 



Table §.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. 

TEXAS— Continued. 





TEACHERS. 


PUPILS. 


COUNTIES. 


Aggre- 
gate. 


White. 


Colored. 


Aggre- 
gate. 


"White. 


Colored. 




Total. 


Male. 


Fe- 
male. 


Total. 
36 


Male. 


Fe- 
male, 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 




115 

7 

39 

6 

24 

165 

106 

30 

78 

4 

134 

33 

6 

185 
50 

HI 

70 

6 

■ 2 
13 

57 
15 
168 
29 
6 

106 
105 
190 
151 
17 

52 
38 
93 
21 
103 

38 
30 
96 
202 
39 

102 

84 

3 

51 

15 

17 

121 

113 

10 

60 

3 
101 

21 
133 

44 

99 

155 

5 

146 


79 
7 

36 
6 

23 

152 
60 
28 
78 
4 

129 

79 

6 

156 
46 

100 
51 
6 
2 
13 

57 

15 

138 

28 
6 

102 

67 

167 

101 

17 

11 
31 
53 
21 
80 

37 
19 
63 
176 
17 

59 
53 
3 
51 
15 

13 
77 
40 
10 
50 

3 
77 
21 
119 
43 

89 

85 

4 

131 


60 
5 

18 
5 

11 

111 
34 
25 
57 
3 

79 
50 
2 
86 
35 

65 

25 

2 

1 
7 

35 
9 

81 
5 
2 

65 
34 
118 
59 
12 

5 
21 
27 

8 
14 

26 
6 

27 
85 
10 

23 
37 
2 
34 
11 

7 
22 
21 

6 

24 

2 
51 
17 
80 
23 

70 

44 

2 

86 


19 
2 

18 
1 

12 

41 
26 

3 
21 

1 

50 
29 
4 
70 
11 

35 
26 
4 

I 
6 

22 

6 

57 

23 

4 

37 
33 
49 
42 
5 

6 

10 
26 
13 
66 

11 
13 
36 
91 

7 

36 
16 

1 
17 
4 

6 
.55 
19 

4 
26 

1 
26 

4 
39 
20 

19 

41 

2 

45 


28 


8 


5, 669 
223 

1,725 
189 

1,558 

9,364 
5,635 

884 
3,479 

114 

5,808 
3, 502 
94 
9,104 
2,549 

5,234 

2,783 

187 

123 

815 

2,789 

472 

8,793 

1,735 

190 

5, 056 
4,954 
9,859 
6,708 
477 

2,322 
1,542 
4,384 
620 
4,205 

1,145 
990 
3, 955 
11, 795 
1,306 

4,721 
3,161 

114 
2,395 

434 

659 
6,896 
5,635 

219 
2,108 

83 

3, 611 

442 

6,632 

2,231 

4,756 
4,907 

194 
8,333 

117 

2,419 
922 

1,083 
134 

1,075 

6,385 
742 
708 

4,941 
637 

916 
391 

847 

247 

9,152 

1, 475 

177 

3, 113 

2,475 

i 4.620 

1, 100 

4,772 

260 

404 

1, 394 


3,618 
223 

1,699 
189 

1, ,537 

8,726 
3,065 

846 
3,479 

114 

5,525 
3,396 
94 
7,393 
2,293 

4,734 

1,950 

187 

123 

815 

2,789 

472 

7,945 

1,674 

190 

5,013 

2, 847 
8,899 
4,596 

477 

345 
1,375 
2,111 

620 
3,309 

1,121 

639 

2,543 

10,441 

652 

2,566 
1,978 

114 
2,395 

434 

495 
4,193 
2, 505 

219 
1,698 

83 

2,762 

442 

6,169 

2,210 

4,330 

2,633 

180 

7,794 
117 

2,402 
391 
569 
134 
630 

6.281 
742 
537 

4,325 
602 

903 
391 

730 

247 

6,829 

1,475 
177 
2,275 
1.736 
2.770 

545 

3,974 

260 

393 

1,394 


1,710 

105 

803 

89 

727 

4,125 

1,449 

400 

1,644 

54 

2,613 
1,643 
44 
3,495 
1,084 

2,238 

922 

88 

58 

385 

1,318 
223 

3, 757 

791 

90 

2,370 
1,346 
4,211 
2,173 
226 

163 
650 
999 
293 
1,564 

530 

302 

1,203 

1 4, 936 

308 

1,213 

936 

54 

1,133 
205 

234 

1,982 

1,184 

103 

803 

40 

1,300 

209 

2,917 

1,045 

2,047 
1,245 

85 
3,685 

55 

1,136 

185 

269 

63 

298 

2,969 
350 
254 

2,044 
284 

427 
185 
345 
117 
3,228 

098 

84 

1.07B 

821 
1,310 

2.58 
1,879 
123 
185 
660 


1,908 
118 
896 
100 
810 

4,601 

1,616 

446 

1,835 

60 

2,912 
1,753 
50 
3,898 
1,209 

2,496 

1, 028 

99 

65 

430 

1,471 
249 

4,188 
883 
100 

2,643 
1, .501 
4,688 
2,423 
251 

182 
725 

1,112 
327 

1,745 

591 

337 

1,340 

5,505 

344 

1,353 

1,042 

60 

1,262 

229 

261 

2,211 

1.321 

116 

895 

43 

1,456 

233 

3,252 

1,165 

2,283 
1,388 

95 
4,109 

62 

1,266 
206 
300 
71 
332 

3,312 
392 
283 

2,281 
318 

476 
206 
385 
130 
3,601 

777 

93 

1,199 

915 
1,460 

287 
2,095 
137 
208 
734 


2,051 


953 


1,098 






Clay 


3 


I 


2 


26 


12 


14 








1 

13 

46 

2 


1 

10 
33 
2 


3 
13 


21 

638 

2,570 

38 


9 

297 
1,193 

17 


12 


Collin 


341 




1,377 




31 






















5 
4 


2 
3 


3 
1 


283 
106 


131 

48 


152 




58 






Dallas 


29 
4 

U 
IS 


18 
3 

7 
16 


11 

1 

4 
3 


1,711 
256 

500 
833 


794 
119 

232 

387 


917 


Delta 


137 




268 




446 






























































Ellis 


30 

1 


17 
1 


13 


848 
61 


393 

28 


455 


El Paso 


33 








4 
38 
23 
50 


3 

28 
20 
32 


1 
10 

3 
.18 


a43 
2,107 

960 
2,112 


20 
978 
445 
979 


23 


Ealls 


1,129 




515 




1,133 






Eort Bend 


41 

7 
40 


28 
6 
34 


13 
2 
6 


1,977 

167 

2,273 


918 

78 

1,056 


1,059 




89 




1,217 








23 

1 

11 
33 
26 

22 

43 
31 


12 

1 

4 
25 
19 
18 

28 
20 


11 

8 
7 
4 

15 
11 


896 

24 

351 

1,412 

1,354 

654 

2,155 
1,183 


416 

11 
163 
656 
629 
304 

1,001 
549 


480 




13 


(*roUad 


188 




756 




725 




350 




1,154 




634 


Hale 


































4 
44 
73 


2 
19 
46 


2 
25 
27 


164 
2,703 
3,130 


76 
1.255 
1,453 


88 




1,448 




1,677 








10 


4 


6 


410 


190 


220 








24 


17 


7 


849 


394 


455 






Hill 


14 

1 

10 

70 

1 

15 


10 
1 

10 
38 

1 
13 


4 

32' 

2 


463 
21 

426 

2, 274 

14 

539 


216 
10 

198 

1,056 

7 

250 


247 


Hood 


11 




228 




1,218 




7 


Hunt 


289 








55 
23 
34 
3 
27 

101 
17 
18 

114 
20 

23 
12 
23 
iO 
185 

38 

109 
53 
69 

39 
108 
11 
13 
37 


54 
12 
22 
3 
20 

98 
17 
14 
96 
19 

22 
12 
21 
10 
136 

38 
7 
74 
40 
35 

22 
89 
11 
12 
37 


32 
1 

11 
1 
6 

60 
8 
7 
58 
12 

13 
10 
15 
5 
08 

18 
3 
42 
18 
35 

13 

52 
1 
8 

20 


22 
11 
11 
2 
14 

38 

9 

7 
38 

7 

9 
2 
6 

5' 
68 

20 

4 

32 

22 

9 

37 
10 
4 
11 


1 

11 
12 


1 
6 
10 


5' 

2 


17 
531 
514 


8 
247 
239 


9 




284 




275 


TaA-' Ti'iT-iQ 




Jefferson 


7 
3 


3 
2 


4 
1 


445 
104 


207 
49 


238 
55 








4 
18 

1 

1 


2 
15 


2 
3 

1 
1 


in 

616 

35 

13 


80 

286 

16 

6 


91 




330 




19 




7 








. ' 


2 




117 


54 


63 








49 


29 


20 


2, 323 


1,079 


1,244 






















35 
13 
34 

17 
19 


11 

9 

34 

10 
13 


24 
4 

7 
6 


838 

739. 

1,850 

555 

798 


389 
343 
859 

258 
371 


449 




396 


Leon 

Liberty 

Limestone 

Lipscomb 

Live Oak 

Llano 


991 

297 
427 


1 


1 




11 


5 


6 



a Report for 18S6. 



94 



EDUCATION. 



Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. 

TEXAS— Continued. 





TEACHERS. 


PUPILS. 


COUNTIES. 


A.sgre- 
gate. 


White. 


Colored. 


Aggre- 
gate. 


"White. 


Colored. 




Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 




21 

217 

9 

42 

52 

4 
38 
22 

6 
29 

9 

6 

124 

35 

2 

90 

66 

45 
131 
101 

49 

29 

1 

18 

47 

65 
94 

3 
96 

3 

5 

25 

127 

6 

6 

125 
26 
13 
97 
53 

60 
62 

3 
49 

5 

11 

174 
157 
21 
22 

31 
6 

1 

147 

51 

10 
40 
26 
178 
64 

75 
109 

23 

S 

116 

45 

74 

46 

129 

17 

31 
10 
16 

30 
112 

47 

138 

90 

28 

8 

7 


21 

144 

9 

31 

25 

4 
37 

7 
6 

27 

9 

6 
94 
34 

90 
40 
29 

?i 
/ ( 

32 
2I> 
1 
16 
46 

40 
91 

3 
58 

3 

6 
21 
93 

6 

69 
24 
13 
72 
37 

43 
34 

3 
48 

5 

6 

144 

118 

21 

22 

31 

6 

1 

133 

51 

10 
28 
25 
128 
39 

.67 
70 
22 
^7 
98 

23 
34 
21 
66 
16 

7 
10 
16 
30 
101 

42 

136 

64 

28 

8 

7 


13 
75 
4 
20 
12 

1 
27 
2 
2 
16 

6 

2 

55 

17 

1 

59 
24 1 
15 
61 
52 

27 
13 
1 
7 
29 

21 
77 

1 
37 

1 

3 
19 
62 
6 
3 

38 
14 

8 
48 
18 

30 
16 

2 
33 

3 

3 
96 
56 
16 
16 

21 
5 

55' 

25 

4 
21 
14 

35 

28 

32 

58 

8 

3 

77 

U 
15 
12 

28 
7 

3 

5 
10 
20 
46 

22 
89 
58 
15 
7 
4 


8 
69 

5 
11 
13 

3 
10 
5 
4 
11 

3 
4 
39 
17 
1 

31 
16 
14 
30 
25 

6 
13 








765 
8,783 

271 
2,035 
1,542 

98 
1,410 
565 
251 
835 

329 

230 

5,477 

1,063 

35 

5,034 
2,807 
1,775 
4,138 
5,240 

1, 261 

1,304 

64 

866 

2,230 

3,937 
4,572 

79 
2.035 

99 

116 

1,098 

5, 53K 

391 

219 

5,847 
1, 390 
c361 
3,165 
1,896 

1,813 
1,880 

127 
1,489 

196 

493 
3,966 
6,907 

967 

744 

1, 205 
119 

12 
6,808 
1,032 

219 
2,026 

936 
7.402 
1,797 

3, 346 

2, 780 
759 
295 

4,629 

1, 635 
2,326 
2,607 
7,454 
1,106 

1,616 

268 

634 

1,240 

4.924 

2.175 
6,096 
3,157 
1, 025 
198 
214 


765 
6,493 

271 
1,579 

432 

98 

1,395 

124 

251 

776 

329 

230 

4,310 

1,050 

35 

5,034 
1,570 
983 
2,921 
4,220 

826 

1,238 

64 

721 
2,230 

2,310 
4,517 

79 
1,320 

99 

115 

1,004 

3,704 

391 

142 

3,000 
1,338 
361 
1,903 
1,304 

1,177 
749 
127 

1,464 
195 

448 

3,012 

3,838 

967 

744 

1,205 

119 

12 

6,126 

1,015 

219 
1,467 

913 
4,991 
1,399 

2,468 

1, 925 

733 

263 

4,248 

859 

991 

1, 015 

3,661 

1,033 

142 

268 

634 

1,240 

4.417 

1, 773 
6,060 
2.414 
1,025 
198 
214 


361 
3,056 
128 
746 
204 

46 
660 

59 
119 
367 

155 

109 

2,038 

497 

17 

2,381 

742 

465 

1,357 

1,995 

390 

686 

31 

341 

1, 064 

1,092 
2,135 

37 
625 

47 

64 

475 

1,751 

185 

67 

1,419 
633 
171 
900 
617 

671 
354 

60 
692 

92 

211 

1,424 

1,814 

467 

352 

570 

57 

6 

2,896 

480 

104 
693 
431 
2,359 
662 

1,167 
910 
337 
124 

2,008 

406 

477 

480 

1,679 

488 

67 
126 
300 
586 
2,088 

838 
2.865 
1,141 

485 
93 

101 


404 
3,437 
143 
833 
228 

52 
736 

65 
132 
409 

174 

121 

2,272 

563 

18 

2,653 

828 

518 

1,564 

2,225 

436 

652 

33 

380 

1,176 

1,218 
2,382 

42 
695 

52 

61 

529 

1,953 

206 

75 

1,581 
705 
190 

1, 003 
687 

606 
396 
67 
T72 
103 

237 

1.688 

2,024 

510 

392 

635 

62 

6 

3,230 

535 

115 
774 
482 
2,632 
737 

1, 301 
1,015 

396 
139 

2, 240 

453 
514 
!)36 
1.872 
645 

75 

142 

334 

654 

2,329 

935 
3,195 
1, 273 
640 
105 
113 










73 


42 


31 


2,290 


1,064 


1,226 








11 
27 


10 
20 


1 
7 


456 
1,110 


212 
514 


244 




596 








I 

15 


ii' 


1 
3 


16 
441 


7 
205 


8 




236 








2 


: 2 


69 


27 


32 




















30 
1 


26 I 


4 
1 


1,167 
613 


542 
6 


625 




7 












> 










26 1 
16 
40 
24 

17 

3 

j 


16 
11 
28 
16 

15 
3 


10 

5 

12 

8 

2 


1,237 

792 

1.217 

1.020 

435 
60 


574 
368 
564 
473 

202 
31 


663 




424 




653 




647 




233 




35 








9 

17 

19 
14 

2 
21 

2 

2 

2 

31 

1 
1 

31 
10 
5 
24 
19 

13 
18 

1 
15 

2 

3 

48 

62 

5 

6 

10 

1 

1 

78 

26 

6 
7 

11 
93 
11 

25 
12 
14 
4 
21 

12 
19 

9 
38 

9 

4 
5 
6 

10 
55 

20 

47 

6 

13 

1 

3 


2' 
1 

25 
3 1 


1 
1 

15 
3 


1 
10 


146 


67 


78 








1,627 
56 


757 
25 


870 




30 






Polk 


38 


34' 


4 


715 


332 


383 






















4 
34 


2 
27 


2 
7 


94 
1,834 


44 
852 


50 


T?p(l Tliver 


982 








3 

56 
1 


2 

34 

1 


1 

22 


77 

2,847 
52 


36 

1,322 
24 


41 




1,525 




28 






Jiugk 


25 
16 

17 
28 


19 
12 

16 
18 


6 
4 

1 

10 


1,262 
692 

636 
1,131 


586 
275 

296 
526 


676 




317 




341 




605 






San Saha 


1 




1 


25 


12 


13 








5 
30 
39 


4 
22 
22 


1 
8 
17 


45 

954 

3,069 


21 

443 

1,424 


24 




5H 




1,645 






































1 
























14 


6 


8 


682 
17 


317 
8 


365 




9 














12 

1 

50 

15 

18 

39 

1 

1 

18 

92 
40 
25 
63 
1 

24 


10 
1 

23 
9 

14 
32 

ih' 

12 
19 
19 
39 

1 

17 


2 

27' 

6 

4 
7 
1 
1 
3 

10 

21 

6 

24 

7 


559 

23 

2.411 

398 

878 

855 

26 

.32 

281 

776 
1,334 
1,592 
3,903 

72 

1,374 


260 

10 

1,120 

186 

408 

397 

12 

15 

130 

360 
620 
739 
1,813 
33 

637 


299 




13 




1,291 




213 




470 




458 




14 


Vjilvprrto 


17 




151 




416 


Walker - 


714 


"\V"aiigj. 


853 




2,090 




39 




737 






Wichita 


























WlUiameoii 


11 

5 
2 
26 


8 

2 

23 


3 

3 
2 
3 


507 

402 

35 

743 


236 

186 

16 

345 


271 


Wilson 


216 




19 




398 

















































a Report for 1880. 



b Eeport for 1889. 



c Eeport for 1888. 



INSTITUTIONS. 



95 



Table 8.— SCHOOL ENKOLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. 

UTAH. 

1880. Population 143,963. Enrolled in public common schools 25,792 

1890. Population 207, 905. Enrolled in public common schools 36, 372 

Gain of population 44. 42 per cent. Gain of enrollment in public common schools 41. 02 per cent. 

PUBLIC COMMON SCHOOLS OF UTAH FOR THE YEAR ENDED JUNE 30, 1890. 





TEACHBES. 




PUPILS (BETWEEN 6 


AND 18 YEARS OF AGE). 


COUNTIES. 


Aggre- 
gate. 


White, (a) 


Colored. 


Aggre- 
gate. 


"White, (a) 


Colored. 




Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


The Territory 


680 


680 


317 


363 








36, 372 


36,369 


18, 855 


17, 514 


3 


1 


2 












8 
44 
42 
25 
19 

13 
4 
13 
12 
11 

17 
15 
15 
6 
119 

61 
25 
24 
16 

15 
71 
16 
27 
67 


3 
44 
42 
25 
19 

13 
4 
13 
12 
11 

17 
15 
15 
6 
119 

2 
51 
25 
24 
16 

15 
74 
10 
27 
67 


1 

16 
22 
14 
11 

6 

1 
5 

7 
6 

8 
5 
4 
4 
51 

1 
29 

8 
11 

6 

12 
34 
12 
12 
31 


7 
28 
20 
11 

8 

7 
3 
8 
6 

5 

9 
10 
11 

2 
68 

1 
22 
17 
13 
10 

3 
40 

4 
15 
36 








381 
1.425 
3, 443 
1,212 

746 

496 
72 
721 
643 
368 

690 

385 

565 

207 

7,182 

61 

3, 390 

1,316 

1,228 

796 

411 
4,907 

739 
1,025 
3,957 


381 
1,425 
3,443 
1,212 

746 

496 
72 
721 
643 
368 

690 
385 
565 
207 
7,182 

61 

3,396 

1,316 

1,228 

796 

411 
4,907 

739 
1,025 
3,954 


198 
759 
1,796 
677 
368 

249 
40 
347 
342 
203 

323 
229 
295 
107 
3,729 

26 

1,745 

706 

609 

419 

211 

2, 578 

356 

515 

2,028 


183 
666 
1,647 
535 
378 

347 
32 
374 
301 
165 

367 
156 
270 
100 
3,453 

35 
1,651 
610 
619 
377 

200 

2,329 

383 

510 

1,926 


















































i; 










































i? 






































































Piute 
















































































































































































3 


1 


2 













VEKMOIVT. 



1880. Population 332,286. 

1890. Population - 332,422. 

Gain of population 0. 04 per cent. 



Enrolled in public common schools 73, 237 

Enrolled in public common schools 6.5, 608 

Loss of enrollment in public common schools 10. 42 per cent. 



PUBLIC COMMON SCHOOLS OF VERMONT FOR THE YEAR ENDED JUNE 30, 1890. 



• 


TEACHEES. 




PUPILS (BETWEEN 5 


AND 18 TEARS OF AGE). 




COUNTIES. 


Aggre- 
gate. 


', White. 


Colored. 


Aggre- 
gate. 


White, {a) 


Colored. 




Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


The State 


4,400 


4,400 


528 


3,872 








65, 608 


65, 500 


33, 630 


31, 870 


108 


47 


61 














320 
228 
352 
298 
130 

346 
39 
211 
338 
353 

449 
386 
412 
538 


320 
228 
352 
298 
130 

346 
. 39 
211 
338 
353 

449 
386 
412 
538 


31 
30 
23 

44 
8 

35 
7 
34 
50 
50 

45 
49 
68 
54 


289 
198 
329 
254 
122 

311 
32 
177 
l88 
303 

404 
337 
344 

484 








4,633 
4,219 
4,209 
6,693 
1,862 

6,254 
1,087 
2,806 
3.834 
4,996 

8,683 
5, 666 
5,097 
6,569 


4,622 
4,197 
4,206 
5,681 
1,862 

6, 254 
1.087 
2,803 
3, 834 
4,996 

8,657 
5,060 
5,081 
6,560 


2,504 
2,224 
2,155 

2, 924 
903 

3, 342 
.571 

1,448 
1,969 
2,476 

" 4, 254 
2, 859 
2, 649 
3,352 


2,118 
1,973 
2,051 
2, 757 
959 

2,912 
516 
1,355 
1,865 
2,520 

4,403 
2,80) 
2, 432 
3,208 


11 

22 

3 

12 


7 

10 

2 

4 


4 










12 










1 










8 
















































3 


2 


1 


































20 
6 

16 
9 


10 
3 

7 
2 


16 











3 










9 











7 













a Includes unseparated colored. 



96 



EDUCATION. 



Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Contimied. 

VIReiNIA. 



1880. Population 1,512,565. 

1890. Population 1, 655, 980. 

Gain of population 9. 48 per cent. 



Enrolled in public common schools 220, 733 

Enrolled in public common schools 342, 269 

Gain of enrollment in public commou schools 55. 06 per cent. 



PUBLIC COMMON SCHOOLS OF VIRGINIA FOE THE YEAR ENDED JULY 31, 1890. 



The State . 



Accomac — 
Albemarle. - 
Alexandria. 
Allegljany . 
Amelia 



Amherst 

Appomattox . 

Auguata 

Bath 

Bedford 



Bland 

Botetourt 

Brunswick ... 

Bnchanan 

Bucldngham . 



Camphell 

Caroline 

(JarroU 

Charles City . 
Charlotte 



Chesterfield . 

Clarke 

Craig 

Ciilpeper 

Cumberland. 



Dickenson 

Dinwiddle 

Elizabeth City 

Essex 

Fairfax 



Fauquier . . 

Floyd 

Fluvanna . 
Franklin . . 
Frederick . 



Giles 

Gloucester . 
Goochland . 

Grayson 

Greene 



Greenesville 

Halifax 

Hanover 

Henrico 

Henry 



Highland 

Isle of Wight . . - 

James City 

King and (Jueen. 
King George . . . . 



King William . 

Lancaster 

Lee 

Loudoun 

Louisa 



Lunenburg . . . 

Madison 

Mathews 

Mecklenburg. 
Middlesex 



Montgomery 
Nansemond . . 

"Nelson 

New Kent. . . 
Norfolk 



Noi-thanipton . . - . 
Northumberland . 

Nottoway 

Orange 



TEACHERS. 



Aggre- 
gate. 



7,623 



Patrick 

Petersburg city . 

Pittsylvania 

Powhatan 

Prince Edward. . 



101 
127 



46 
237 

31 
146 

40 
107 
82 
30 
85 

157 
74 
91 

23 
67 



121 
99 
53 
147 
102 

60 
52 
63 
86 
31 

37 
136 

83 
301 

82 

47 
58 
21 
48 
33 

42 
26 
99 
116 
97 

40 
70 
34 
98 

28 

108 
69 
98 
25 

137 

33 
36 
50 
71 



48 

246 

39 

61 



Total. 



5,550 



79 
82 
23 
40 
22 

56 
29 

185 
27 

102 



83 
50 
30 
60 

103 
51 

88 
11 
38 

59 
25 
34 
41 
.30 

25 
49 
14 
27 
63 

83 
90 
40 
118 
92 

64 
25 
52 
81 
24 

19 
91 

67 

195 

57 

44 
38 
11 
27 
23 

24 
16 
90 
85 
82 

32 
47 
23 
53 
15 

90 
41 
70 
15 
78 

21 
26 
27 
46 
63 

70 
24 
162 
24 
30 



Male. 



Fe- 
male. 



50 
67 
19 
L9 
16 

42 
24 
119 
12 
67 

13 
50 
40 



22 
18 
38 
11 
16 

16 
70 
44 
174 



21 
30 
8 
22 
1] 

21 
14 
29 
42 
58 

26 
23 
16 
41 
14 

43 
35 
48 
12 
64 

13 
16 
21 
32 
32 

40 
23 
134 
U 
24 



Colored. 



Total. 



24 



18 
45 
26 
106 
25 

3 
20 
10 
21 
10 

18 
10 
9 
31 
15 

17 
23 
11 
45 
13 

18 
28 
28 
10 
50 

12 
10 
23 
25 
4 

12 
24 
84 
15 
31 



Male. 



1? 
6 



Fe- 
male. 



> 13 
6 

13 



10 
11 
11 
4 
34 

5 

4 

11 

14 

3 

2 

22 

62 

♦10 

12 



Aggre- 
gate. 



342, 269 



5,832 
5,718 
2,459 
1,862 
1,858 

4,504 
2,216 
8,213 
971 
7,276 

1,594 
3,793 
3,630 
1,126 
3,075 

7,856 
3,237 
4,341 
1,002 
3,159 

4,224 
1,651 
1,247 
2,759 
1,925 

1,078 
2,805 
1,679 
2,033 
3, 820 

6,235 
4,289 
2,033 
7,133 
4,239 

2,380 
2,444 
2,314 
4,296 
1,282 

1,511 
6,339 
3, 605 
15, 043 
4,556 

1,487 
2,434 
910 
2,045 
1,441 

1,894 
1.267 
4,840 
5,184 
3,881 

2,237 
2,499 
1,542 
6,120 
1,307 

4,277 
3,248 
3,591 
907 
9,399 

1,902 
1,730 
2,085 
2,669 
2,946 

4,250 
3,215 
12, 232 
1, 131 
2.895 



WMte. 



Total. 



3,849 
3,087 
1,338 
1,460 
672 

2,290 
1,208 
6,062 
822 
4,728 

1,536 
2,829 
1,498 
1,126 
1,419 

4,162 
1,427 
4,267 
297 
1,321 

2,387 

995 

1,203 

1,369 

700 

1,078 

1,198 

663 

665 

2,578 

3,597 
3,951 
1,052 
6,679 
3,819 

2,200 

1,020 

990 

4,087 
961 

587 
3, 297 
1,713 
8,346 
2,670 

1,403 

1,376 

329 

919 

705 

738 

597 

4,598 

3,598 

1,608 

1,068 
1, ,521 
1,016 
1, 920 
543 

3,393 
1,498 
2,208 
397 
4,216 



1,086 

829 

1,306 

2.735 

3,642 

1,391 

6,774 

494 

866 



Male. 



2,003 

1,580 

772 

756 

355 

1,185 
629 

3,143 
427 

2,517 



1,455 
774 
610 
731 

1,991 
760 

2,197 
149 
720 

1,222 
585 
698 
740 



599 
623 
346 
357 
1,375 

1,998 
2,147 
566 
2,880 
2,051 

1,184 
514 
519 

2, 156 
482 

302 
1,688 

876 
4,101 
1,407 

760 
693 
166 
465 
346 

394 

307 

2,427 

2,007 

811 

.633 
701 
547 
989 
334 

1,789 
781 

1,136 
200 

2,059 

481 
588 
392 
687 
1.447 

1,820 
702 

3,510 
255 
443 



Fe- 
male. 



1,846 

1,507 

566 

704 

317 

1,105 
579 

2,919 
395 

2,211 

752 
1,374 
724 
516 
688 

2,171 
667 

2,070 
148 
601 

1,165 
410 
505 
619 

378 

479 
575 
307 
308 
1,203 

1,599 
1,804 
486 
2,799 
1,768 

1,016 
506 
471 

1,932 
479 

285 
1,609 

837 
4,245 
1,263 

643 
683 
163 
454 
359 

344 

290 

2,171 

1,591 

797 

635 
820 
469 
931 
209 

1,604 
717 

1,072 
197 

2,157 

402 
498 
437 
619 



1,822 
689 

3,264 
239 
423 



Colored. 



Total. 



1,983 
2,631 
1,121 
402 
1,186 

2,214 
1,008 
2, 151 
149 
2,548 

58 

964 

2,132 



1,656 



1,810 

74 

705 

1,838 

1,837 

556 

44 

1,400 

1,225 



1,607 
1,026 
1,368 
1,242 

2,638 
338 
981 

1,454 
420 

180 

1,424 

1,324 

200 

321 

924 
3,042 
1,892 



84 
1, 058 

581. 
1,126 

736 

1,156 

670 

242 

1, 686 

2,273 

1,169 
978 
526 

3,200 
764 

884 
1,750 
1,383 

510 

.5, 183 

1,019 

644 

1,256 

1,363 

211 

60S 
1,824 
5, 458 

637 
2,029 



Male. 



57, Oil 



930 
1,231 
559 
189 
530 

1,024 

442 

1,101 

89 

1,206 

24 
492 
907 



734 

1,604 
837 
41 
333 
802 

818 
296 
28 
719 
540 



702 
517 
620 
664 



177 
472 
718 
219 



677 
654 
101 
162 

399 

1,304 

900 



52 
481 
242 
635 
378 

567 
270 
121 
847 
1,052 

519 
495 
268 

1, 450 
286 

443 
765 
636 
263 
2,401 

503 
295 
.586 
663 
109 

290 
769 

2, 620 
240 
912 



INSTITUTIONS. 



97 



Table 8.— SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. 

VIKCIIVIA— Continued. 



Aggre- 
gate. 



Prince George.. 
Princess Anne . 
Prince "William 

Pulafllii 

RappaliannocU . 

Kiclimond 

Roanoke 

Eocltbridge . . . 
Rockingham ... 
Russell 

Scott 

Shenandoah . . . 

Smyth 

Southampton... 
Spottsylvania . 

Stafford 

Surry 

Sussex 

Tazewell 

Warren 

Warwick 

Washington . . . 
Westmoreland . 

Wise 

"Wythe , 

York 



37 
36 
53 

58 
52 

34 

81 

133 

219 

83 

100 
119 

74 



16 
141 
40 
42 
81 
29 



White. 



Total. 



19 

24 
42 
46 
40 

23 
61 

107 

205 

80 

99 
115 
66 

48 
58 

31 
19 

28 
71 



123 
33 
41 
70 
18 



Male. 



2 
11 
22 
20 
21 

10 
19 
33 
117 
55 

67 
76 
31 

4 
14 

14 
5 
6 
39 
15 



Fe- 
male. 



Colored. 



Total. 



Male. 



Fe- 
male. 



Aggre- 
gate. 



2,016 
1,814 
2, 130 
2,674 
2, 039 

1,428 
4,911 
5,038 
7,933 
4,325 

5,774 
4,945 
3,610 
3,712 
3,002 

1,538 
1,588 
2,605 
3,140 
1,895 

691 

7,154 
1,708 
2,213 
3,696 
1,584 



White. 



Total. 



746 
1,104 
1,607 
2,062 
1,344 

853 
.3,445 
3, 891 
7,366 
4.142 

5,734 
4,779 
3,319 
1,662 
1,689 

1,213 

596 

865 

2,709 

1,567 

316 
6,418 

818 
2,194 
3,162 

769 



Male. 



377 
605 
837 
971 
752 

453 
1,567 
2,063 
3,870 
2,282 

3,088 

2,708 

1,725 

810 

806 

625 
313 

428 

1,447 

643 

151 

3,431 

443 

1,265 

1,655 

402 



Fe- 
male. 



770 

1,091 

592 

400 
1,878 
1,828 
3,496 
1,860 

2,646 

2,071 

1,594 

852 

883 

588 
283 
437 
1,262 
924 

165 
2,987 

375 

929 
1,507 

367 



Colored. 



Total. 



1,270 
710 
523 
613 
695 

575 

1,466 

1,147 

567 

183 

40 

166 

291 

2,050 

1,313 

325 
992 
1,740 
431 
328 

375 
736 
890 
19 
534 
815 



Male. 


Fe- 
male. 


566 


704 


333 


377 


287 


236 


386 


326 


385 


310 


257 


318 


588 


878 


570 


577 


287 


280 


104 


79 


20 


20 


76 


90 


123 


168 


962 


1,088 


651 


662 



177 
467 
764 
250 
135 

176 
338 
436 
11 
269 
372 



148 
525 
970 
181 
193 

199 
398 
454 
8 
265 
443 



WASHINGTOIV. 



1880. Population 75,116. 

1890. Population 349,390. 

Gain of population 365.13 per cent. 



Enrolled in public common schools 14,780 

Enrolled in public common schools 55, 432 

Gain of enrollment in public common schools 275. 05 per cent. 



PUBLIC COMMON SCHOOLS OF WASHINGTON FOE THE YEAR ENDED JUNE 30, 1890. 





TEACHEBS. 


PUPILS. 


COUNTIES. 


Aggre- 
gate. 


White, (o) 


Colored. 


Aggre- 
gate. 


"White, (a) 


Colored. 




Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 




1,610 


1,610 


656 


954 








55,432 


55,405 


27, 620 


27, 785 


27 


14 


13 














17 
14 
65 

17 
81 

66 
31 
17 
7 
33 

11 

34 

141 

15 

32 

■38 

38 

91 

17 

5 

11 

156 
12 
46 

7 

53 
130 
21 
56 
19 

87 
65 
141 
36 


17 
14 
65 
17 
81 

66 
31 
17 
7 
33 

11 
34 
141 
15 
32 

38 
38 
91 
17 
5 

11 
156 

12 
46 

7 

53 
130 
21 
56 
19 

87 

65 

141 

36 


7 
4 

26 
5 

29 

32 
13 
10 
7 
18 

3 

9 

36 

3 

17 

20 

20 

41 

6 

2 

3 
45 

5 
23 

2 

21 
44 
14 
22 


10 
10 
39 
12 
52 

34 

18 
7 








466 

461 

1,637 

379 

2,485 

2,024 

1,391 

398 

57 

1,578 

232 
778 

7,746 
615 

1,581 

1,324 

1,400 

1,571 

289 

116 

663 

6,193 

69 

906 

212 

1,534 
5, 316 

229 
2,383 

539 

3,060 
2,000 
4,719 
1,081 


466 
481 

1,637 
379 

2,485 

2,024 

1,391 

398 

57 

1,578 

232 
778 

7, 724 
615 

1,581 

1,334 

1,400 

1,571 

289 

116 

663 

6,188 

69 

906 

212 

1,534 
5,316 

229 
2,383 

539 

3,060 
2,000 
4,719 
1,081 


286 
235 
763 
190 
1,263 

1,005 

728 

220 

32 

727 

124 

423 

3,799 

317 

797 

608 
662 
769 
138 
69 

373 

3,136 

34 

514 

102 

628 
2,703 

116 
1,119 

258 

1,466 

1,025 

2,450 

542 


180 
226 
875 
189 
1,223 

1,019 
663 
178 
25 
851 

108 
355 
3,925 
298 
784 

716 

738 
802 
151 

47 

290 

3,052 

35 

392 

110 

906 
2,613 

113 
1,264 

281 

1,594 
975 

2,269 
539 






















OViaIiiIiq 




































































































16 

8 

25 

105 

12 

15 

18 
18 
50 
11 
3 

8 
111 
7 
23 
5 

32 
86 

7 
31 










































Kins 








22 


11 


11 























































































































5 


3 


2 


































































































1 I IR 
















40 

40 

79 

9 


47 
25 
62 
27 




























































1 





a Includes unsepUrated colored. 
ED 7 



b Distinction by aes. of teachers estimated from number of teachers' certificates issued to males and females in county. 



98 



EDUCATION. 



Tabm 8.— school enrollment, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Contitiued. 

WEST VIRGINIA. 



1880. Population 618,457. 

1890. Population 762,794. 

Gain of population 23. 34 per cent. 



Enrolled in public common schools 143,796 

Enrolled in public common schools 193, 293 

Gain of enrollment in public common schools 34. 42 per cent. 



PUBLIC COMMON SCHOOLS OF WEST VIRGINIA FOR THE YEAR ENDED JUNE 30, 1890. 





TEACHERS. 


PUPILS. 


COUNTIES. 


Aggre- 
gate. 


White. 


Colored. 


Aggre- 
gate. 




White. 




Colored. 




Total. 


Male. 


re- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


The State 


5,491 


5,313 


3,380 


1,933 


178 


103 


75 


19,3, 293 


186, 735 


96,246 


88; 489 


6,558 


3,144 


3,414 








96 
91 

57 
114 
41 

122 
61 
39 
95 

152 

78 
58 
158 
111 
33 

76 
180 
164 

64 
253 

129 
83 
86 
46 

146 

123 
172 
104 
81 
117 
■ 

116 
46 
85 

162 
81 

45 
72 
166 
111 
105 

93 
132 
116 
116 

77 

54 
90 
103 
133 
51 

121 
67 

163 
59 


92 
81 
56 
112 
41 

116 
60 
39 
94 

138 

77 
56 
142 
108 
33 

71 
176 
162 

47 
228 

128 
83 
85 
45 

145 

123 
166 
96 
78 
116 

107 
43 
85 

157 
80 

46 
69 
164 
109 
104 

93 
132 
116 
106 

76 

53 
90 
102 
132 
51 

121 
67 

158 
59 


69 
40 
38 
86 
1(1 

54 
39 
32 
66 

78 

56 
39 
89 
74 
12 

52 
103 
121 

22 
136 

94 
48 
72 
41 
98 

67 
92 
57 
26 
78 

73 

30 
65 
23 
63 

33 
40 
108 
68 
86 

62 

69 

104 

83 
46 

42 
60 
64 
88 
38 

81 
35 
73 
57 


23 
41 
18 
26 
31 

62 
21 
7 
28 
60 

21 
17 
53 
34 
21 

19 

73 
41- 
25 
92 

34 
35 
13 
4 
47 

56 
74 
39 
52 
38 

34 

13 

20 

134 

17 

12 
39 
56 
41 
18 

31 
63 
12 
23 
30 

1] 
30 
38 
44 
13 

40 

32 

85 

2 


4 
10 
1 
2 


3 

8 

2 


1 
2 
1 


3,664 
4,323 
2,144 
4,025 
1,420 

4,399 
3,483 
1,270 
3, 451 
4,965 

2,547 
1,710 
4,504 
2,826 
1.343 

1,920 
5,870 
5,419 
3,169 
10, 658 

4,194 
3,076 

2, 386 
1,144 
5,300 

5,042 
6,362 

3,578 
2,666 
4,282 

3, 369 
1,765 
2,818 
7,227 
2,391 

1,862 
1,797 
5,469 
4,431 
2,823 

2,779 
4,541 
4,429 
3,453 
2,943 

1,613 
3,196 
3,551 
5,684 
1,187 

4,539 
2,549 
7,178 
1,559 


3,514 
3,910 
2, 106 
3,987 
1,397 

4,162 
2,462 
1,270 
3,439 
4,392 

2,634 
1,622 
4,074 

2, 715 
1,343 

1,771 
5,698 
5, 383 
2,252 
9,716 

4,150 
3,076 
2,374 
1,103 
5,268 

5,015 
6,359 
3,271 
2,573 
4,247 

3,130 
1,681 
2,818 
7,041 
2,356 

1,862 
1,715 
5,454 
4,388 
2,814 

2,779 
4,541 
4,429 
3,177 
2,836 

1,594 
3,196 

3, 502 
5,656 
1,187 

4, .539 
2,549 
6,949 
1,559 


1,925 
1,992 
1,091 

2,207 
706 

1,803 
1,300 
700 
1,880 
2,239 

1,291 

832 

2,151 

1,476 

659 

950 
3,052 
2,917 
1,208 
4,876 

2,213 

1,621 

1,339 

633 

2, 720 

2,622 
3,180 
1,695 
1,278 
2,249 

1,744 
908 
1,499 
3,511 
1,273 

985 

922 

2,932 

2,447 

1,530 

1,465 
2,428 
2,378 
1,646 
1,452 

814 
1,759 
1,889 
3,070 

625 

2,409 

1,287 

3,583 

885 


1,689 
1,918 
1,015 
1,780 
691 

2,369 
1,162 
570 
1,559 
2,153 

1,243 

790 
1,923 
1,239 

684 

821 
2,646 
2,466 
1,044 
4,840 

1,937 
1,455 
1,035 
470 
2,548 

2,393 
2,979 
1,576 
1,295 
1,998 

1,386 
773 
1,319 
3,530 
1,083 

877 

793 

2,522 

1,941 

1,284 

1,314 
2,113 
2,051 
1,531 
1,384 

780 
1,437 
1,613 
2,586 

562 

2,130 

1,262 

3,366 

674 


150 

413 

38 

38 

23 

237 
31 


82 

219 

20 

19 

8 

112 

10 


68 




194 




18 




19 




15 


Cabell 


6 
1 


4 
1 


2 


125 




11 








1 
14 

1 
2 
16 
3 


7' 

i' 

11 

1 


1 

7 

1 

1 
5 
2 


12 
673 

13 

88 

430 

111 


231 

7 

41 

213 

57 


8 




.352 




6 




47 




217 




54 








5 
4 
2 
17 
25 

1 


1 

1 

15 
11 

1 


5 
3 
1 
2 
14 


149 

172 
36 
917 
942 

44 


75 
85 
24 
500 
399 

18 


74 




87 




12 








643 




26 









1 
1 


1 
1 




12 
41 
32 

27 

203 

307 

93 

35 

239 
84 


3 
12 
18 

11 

.110 

150 

.39 

17 

120 
50 


9 


Mci)0"well 
















16 




6 
8 
3 
1 

8 
3 


3 
5 
2 
1 

7 
1 


3 
3 
1 

1 
2 


93 
















119 


Morgan 




J^icholas 


5 
1 


1 

1 


4 


186 
35 


90 
14 


96 












3 

1 
2 
1 


3 

i' 

1 


i' 

1 


83 

15 

43 

9 


40 

10 

34 

5 


42 










Raleigh 








liitchie 
















10 

1 

1 


5 


5 
1 

1 


276 
107 

19 


135 
53 

11 


141 
54 




Tncter - 


8 


Tyler 


1 

1 


1 
1 




49 

28 


24 
12 


25 
16 


Wayne : 


Webster 

Wetzel 














Wirt 

Wood 


5 


... 


4 


a229' 


82 


147 


Wyoming 

















a Eeport for 1889. 



INSTITUTIONS. 



99 



Table 8.— SCHOOL ENROLLMENT, CENSUS OP 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. 

WISCONSIN. 

0. Population 1, 315,497. Enrolled in public common schools 299,514 

1890. Population _ 1,686,880. Enrolled In public common schools 350,342 

Gain of population 28. 23 per cent. Gain of enrollment in public common schools 16. 97 per cent. 

PUBLIC COMMON SCHOOLS OF WISCONSIN FOB THE YEAR ENDED JUNE 30, 1890. 





TEACHERS. 


piipn.s. 


COUNTIES. 


AggTe- 
gate. 


White, (a) 


Colored. 


Aggre- 
gate. (6) 


White, (a) 


Colored. 




Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 




12, 037 


12, 037 


2,388 


9,649 








350, 342 


350, 278 


178, 369 


171,909 


64 


35 
















110 
65 

199 
24 

161 

127 

43 

90 

230 

213 

313 
192 

504 

285 

98 

46 
214 
19) 

13 
337 

11 
410 
312 
140 
212 

180 
232 
186 
110 
67 

191 
236 
114 
72 
147 

202 
68 
97 
590 
254 

84 
15 
225 
73 
70 

199 
164 
187 
77 
174 

253 

401 
227 
293 
25 

131 

227 
71 
132 

288 

270 

31 

143 

219 

218 
174 
266 
112 


110 

■ 65 

199 

24 

161 

127 
43 
90 
230 
213 

313 
192 
504 
285 
98 

46 
214 
193 

13 
337 

11 
410 
312 
140 
212 

180 
232 
186 
110 
67 

191 
236 
114 
72 
147 

202 

68 

97 

590 

254 

84 
15 
225 
73 
70 

199 
164 
187 

77 
174 

253 
401 
227 
293 
25 

131 
227 
71 
132 
288 

270 

31 

143 

219 

218 
174 
266 
112 


13 
8 

39 
5 

31 

46 
8 
24 
33 
31 

64 
36 
101 
74 
26 

7 
52 
24 

5 
50 

1 
67 
68 
27 
33 

30 
47 
28 
34 
36 

37 
58 
19 
10 
54 

53 
11 

28 
97 

42 

22 
4 
33 
35 

18 

51 
39 
24 
13 
26 

46 
46 

48 
48 
3 

19 

71 
16 
29 
64 

56 

4 

47 

36 

44 
28 
32 
24 


97 
57 

160 
19 

130 

81 
35 
66 
197 
182 

249 
156 
403 
211 
72 

39 

162 

169 

8 

287 

10 
343 
244 
113 
179 

150 

185 

158 

76 

31 

154 

178 

95 

62 

93 

144 

57 

69 

493 

212 

62 
11 
192 
38 
52 

148 
125 
163 
64 
148 

207 
355 
179 
245 
22 

112 
156 
55 
103 
224 

214 
27 
96 

183 

174 
146 
234 
88 








2,050 
2,370 
3,935 
934 
7,300 

4,082 
1,116 
3,421 
5,232 
4,553 

7,004 
4,257 
12,426 
9,211 
3,852 

1,549 
6,422 
6,374 
533 
9,286 

133 
9, 753 
6,251 
3,314 
6,192 

3,950 
7,447 
4,465 
2,641 
4,115 

7,572 
5,328 
2,186 
2, 311 
7,527 

6,782 
3. 734 
2,554 
32, 120 
5,688 

3,190 
632 
7,411 
2,941 
1,806 

5,338 
3,518 
4,626 
1,032 
6,520 

5,461 
8,856 
5, 989 
7,666 
406 

3,941 
8,033 
1,479 
4,333 
7,183 

6,064 

534 

4,696 

6,893 

6,332 
3,629 
8,189 
3,674 


2,050 
2,370 
3,935 
934 
7,292 

4,082 
1,116 
3,421 
6,232 
4,553 

7,004 
4,257 
12,426 
9,211 
3,852 

1,549 
6,422 
6,374 
533 
9,252 

133 
9,753 
6,251 
3,314 
6,192 

3,950 
7,447 
4,465 
2,641 
4,115 

7,563 
5,328 
2,186 
2,311 
7,527 

6,782 
3,734 
2,554 
32, 120 
5,688 

3,190 
632 
7,408 
2,941 
1,806 

5,338 
3,518 
4,626 
1,032 
6,510 

5,461 
8,856 
5,989 
7,666 
406 

3,941 
8,033 
1,479 
4,333 
7,183 

6,064 

534 

4,696 

6,893 

6,332 
3,629 
8,189 
3,674 


1,075 
1,219 
2,004 
447 
3,809 

2,162 
616 
1,810 
2,675 
2,274 

3,600 
2.132 
6,373 
4,784 
1,987 

801 
3,334 
3,258 

260 
4,832 

75 
5,017 
3,124 
1,796 
2,998 

1,969 
3,852 

2, 215 
1,320 
2,204 

' 3, 887 
2,657 
1,162 
1,182 
3,944 

3,174 
1,842 
1.297 
15, 941 
2,800 

1,541 

279 

3,781 

1,521 

934 

2,661 

1,778 

2,369 

558 

3, 301 

2,700 
4,385 
3,034 
3,973 
196 

2,060 
4,053 
825 
2,286 
3,694 

3,068 

281 

2,409 

3,675 

3,249 
1,823 
4,157 
1,840 


975 
1,151 
1,931 

487 
3,483 

1,920 
500 
1,6U 
2,557 
2,279 

3,404 
2,125 
6,053 
4, 427 
1,865 

748 
3,088 
3,116 

273 
4,420 

58 
4,736 
3,127 
1,518 
3,194 

1,981 
3,595 
2, 220 
1,321 
1,911 

3,676 
2,671 
1,024 
1,129 
3,583 

3,608 

1,892 

1,257 

16, 179 

2,888 

1,649 

353 

3,627 

1,420 

872 

2,677 
1,7-10 
2,257 
474 
3,209 

2,761 
4,471 
2,955 
3,693 
210 

1,881 
3,980 
654 
2,047 
3,489 

2,996 

253 

2,287 

3,218 

3,083 
1,806 
4,032 
1,834 






















Barron 














Bayfield 






















8 


6 


9 


Buffalo 
























Calumet 














Chippewa _ 














ClarY. 














Columbia 














Crawford 














Dane 














Dodge 














Door 














Douglas 




























Eauclaire 














Florence 






















34 


19 










































Green Lake - 




























-Taelison 




























'Juneau 














Kenoaha 














Kewaunee 














Lacrosse 








9 


5 


4 












Langlade 














Lincoln 














Manitowoc 














Marathon 










































Milwaukee 














Monroe 














Oconto 




























Outagamie 








3 




3 




























Pierce 














Polk 














Portage 














Price 














Bacine 








10 


5 


5 












Rock 














St. Croix 














Sauk 














Sawyer 














Shawano - 














Sheboygan 














Taylor 














Trempealeau 




























Walworth 




























Washington 














Waukesha 














Waupaca 










































Wood 





























Cb Includes unaeparated eolored. 

h The state has 1,381 pupils (all while; 704 male and 677 female) in the public schools (^366 under 4 jears of age and 1.015 over 20J not included in this aggregate, 
as the data for distribution bv counties were not available. 



100 



EDUCATION. 



T.4BLE 8 SCHOOL ENROLLMENT, CENSUS OF 1890: PUBLIC COMMON SCHOOLS, BY COUNTIES— Continued. 

WVOMIIVG. 

1880. Population 20,789. Enrolled in public common schools 2,907 

1890. Population 60,705. Enrolled in public common schools 7,875 

Gain of population 192. 01 per cent. Gain of enrollment in public common schools 170. 90 per cent. 

PUBLIC COMMON SCHOOLS OF WYOMING FOE THE YEAR ENDED AUGUST 31, 1890. 





TEACHERS. 


pnpn,s. 


cotiNTms. 


Aggre- 
gate. 


White. 


Colored. 


Aggre- 
gate. 


White, (a) 


Colored. 




Tot,al. 

306 

39 
33 
20 
31 
16 

15 
70 


Male. 


fe- 
male. 


Total. 


M-l- : nf.le. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 




306 


59 


247 






7,875 


7,862 


4,002 


3,860 


13 


6 


7 










Alban 


39 
33 
20 
.31 
16 

15 
70 


4 
5 

7 
3 


35 
28 
13 
9S 








^ 1, 035 
890 
364 
533 
440 

! 287 
1,406 


1,035 
890 
364 
533 
440 

287 
1,393 


519 
460 
189 
302 

214 

144 
717 


516 
430 
175 
231 
226 

143 
676 




















































4 1 19 




\ 












2 
10 


13 
60 






















13 


6 


7 


National Park reserva- 
tion, (b) 










2 

26 
10 
39 
5 


2 

26 
10 

;19 
5 


n 

2 
12 
1 


2 

17 
8 

27 
4 


i 




74 

477 

544 

1,674 

151 


74 

477 

544 

1,674 

151 


43 

256 
240 
837 
81 


31 

221 

304 

837 

70 













































































a Includes unseparated colored. 



b No report. 



INSTITUTIONS. 



101 



Table 9.— APPARENT COMPAEATIVE GAINS IN POPULATION AND IX PUBLIC COMMON SCHOOL ENROLLMENT, 

1880 AND 1890, BY STATES AND TEREITOKIES. 



STATES AND TEBBITOBIES. 



The United Statea . 



North Atlantic division . 



Maine 

New Hampshire . 

Vermont 

Masaafhueetts ■ . . 

Bhode Island 

Connecticut 

New York 

New Jersey 

Pennsylvania 



South Atlantic division 



Delaware 

Maryland 

District of Columbia . 



Virginia . 



"West Virginia . . 
North Carolina . 
South Carolina . 

Georgia 

Florida 



North Central division . 



Ohio 

Indiana 

Illinois ,... 

Michigan 

Wisconsin 

Minnesota 

Iowa 

Missouri 

North Dakota . 
South Dakota.. 

Nebraska 

!Eansas 



South Central division. 



Kentucky — 
Tennessee — 

Alabama 

Mississippi . . . 

Louisiana 

Texas Ifi) 

Oklahoma (c) 
Arkansas 



Western division . 



Montana 

Wyoming 

Colorado 

New Mexico - 

Arizona 

Utah 

Nevada 

Idaho 

Alaska (<£)... 
Washington . 

Oregon 

California 



POPULATION. 



Years. 



1890 



62, 622, 250 



17, 401, 545 



661, 086 

376, 530 

332, 422 

2, 238, 943 

345, 506 

746, 258 

5, 997, 853 

1, 444, 933 

5, 258, 014 

8, 857, 920 



168, 493 
1,042,390 

230, 392 
1, 655, 980 

762, 794 
1. 617, 947 
1,151,149 
1, 837, 353 

391, 422 

22, 362, 279 



3, 672, 316 
2, 192, 404 
3, 826, 351 
2, 093, 889 
1, 686, 880 
1,301,826 

1, 911, 896 

2. 679, 184 
182, 719 
328, 808 

I, 058. 910 
1, 437, 096 

10, 972, 893 



1, 858, 636 
1. 767, 518 
1, 513, 017 

1, 289, 600 
1, 118, 587 

2, 235, 523 

61, 834 
1, 128, 179 

3, 027, 613 



132, 159 
60, 705 

412, 198 

153, 593 
59, 620 

307, 905 
45,761 
84,385 



1880 



50, 155, 783 



14, 607, 407 




7, 597, 197 



146. 608 
934, 943 
177, 624 

1,512,565 
618.457 

1. 399, 750 
- 995, .577 

1,542,180 
269, 493 

17, 364. Ill 



349, 390 
313, 767 
, 208, 130 



198, 062 
978, 301 
077, 871 
636, 937 
315, 497 
780, 773 
624, 615 
168, 380 
36, 909 
98, 268 
452, 402 
996, 096 



8, 919, 371 



1, 648, 690 
1, 542, 359 
1. 262, 505 
1. 131, 597 
939, 946 
1, 591, 749 



802, 525 



1, 767, 697 



39, 159 
20, 789 
194, 327 
119, 565 
40,440 
143, 963 
62, 266 
32, 610 



75, 116 
174, 768 
864, 694 



Gain. 



Number. 



12, 466, 467 



2, 894, 138 



12, 150 
29, 539 
136 
455, 858 
68, 975 
123, 558 
914, 982 
313,817 
075, 123 

1, 260, 723 



Per cent. 



19.95 



1.87 
8.51 

0.04 
25.57 
24. 94 
19.84 
18.00 
27. 74 
23.77 

16. .59 



21. 885 
107, 447 

52, 768 
143, 415 
144,337 
218, 197 
155, 572 
295, 173 
121, 929 

4, 998. 168 



474, 254 
214, 103 
748, 480 
456, 952 
371,383 
521, 053 
287, 281 
510, 804 
145, 810 
230, .540 
606. 508 
431. 000 

2, 053, 522 



14.93 
11.49 
39.71 
9.48 
33. 34 
15.59 
15.63 
19.14 
45.34 

28. 78 



209. 945 
225, 159 
350, 512 
158, 003 
178, 641 
643, 774 
61,834 
325, 654 

1,259,916 



14.83 

10.82 

24.32 

27. 93 

38.23 

66.74 

17.68 

23. 56 

395. 05 

234. 60 

134. 06 

43. 27 

23. 02 



12.73 
14.60 
19.84 
13.96 
19.01 
40.44 



40. 58 



71.27 



93, 000 
39, 916 

217, 871 
34, 028 
19,180 
63. 942 

nl6, 505 
51, 775 



337. 49 

192. 01 

112. 12 

28.46 

47.43 

44.42 

o26. 51 

158. 77 



ENROLLMENT. 



Years. 



1890 



12. 704, 487 



274, 274 365. 13 
138, 999 ; 79. 53 
343, 436 39. 72 



3, 103, 266 



139, 679 

59, 813 

65, 608 

371, 492 

52, 774 

126, 505 

1,042.160 

334, 073 

1. Ull, 163 



9, 951, 608 



2, 949, 904 



150, 811 
64, 670 
73, 237 

316, 630 
42. 489 

lis. 589 
1. 037. 938 

205, 240 

050. 3011 



Gain. 



Number. 



2, 752, 879 



153, 362 



1,751,225 i 1,239,053 



31, 434 
184, 251 

30, 906 
342,-269 
193, 293 
325, 861 
203, 461 
342, 562 

91. 188 

5, 008, 577 



797. 439 
505, 516 
778, 319 
427, 032 
351,723 
281, 859 
493, 367 
620, 314 
35, 643 
77, 943 
240, 300 
399, 322 



36, 412 
149, 981 

26. 439 
220, 733 
143, 796 
256, 422 
134, 842 
237, 124 

43, 304 

4, 089, 585 



752, 442 
512, 201 
704, 041 
362, 459 
299, 514 
186, 544 
425, 665 
486, 002 
3,746 
9,972 
100, 871 
246, 128 



2, 326, 258 1, 374, 035 



408, 966 
455, 732 
302, 949 
334, 168 
134, 373 
476,421 
579 
323. 071 

515, 161 

16, 980 

7,875 
66, 490 
18, 215 

7,989 
36, 372 

7,387 
14.311 



292, 427 
291, 500 
187, 550 
337, 065 
81, 012 
176, 245 



108, 236 



399, 031 



4,667 
2,907 

28, 252 
4,755 
4,212 

35. 792 
8,918 
5.834 



55, 432 

63. 354 

221, 756 



14, 780 
37,437 
161,477 



(111, 132 
a4, 857 
a7, 629 
54, 862 
10.285 
7,910 
U, 223 
28, 832 
60. 863 

512,172 

5.022 
34, 270 
10, 467 

121, 536 
49, 497 
69, 439 
68, 619 

106, 438 
47, 884 

918, 992 



5.30 

"7. 3K 

((7. m 

(110.43 

17. 33 

24. 21 

6.08 

1.38 

11.05 

6. JO 

41.34 



44, 997 
ae, 685 
74, 278 
64, 573 
52, 209 
95, 315 
67, 602 
134, 313 
31,797 
67, 971 
139, 429 
153, 194 

952, 233 



116, .539 
164, 232 
115, 399 
97, 103 
43, 360 
6300, 176 
570 
114, 835 

216, 130 



12, 313 

4,968 

37, 238 

13, 460 

3,777 

10, 580 

iT.l, 531 

8,477 



40, 652 
25, 017 
60, 279 



II 



19.01 
32.85 
30. 50 
55. 06 
:it. 43 
37.08 
50.89 
14.47 
110 58 

22. 47 

5.98 
Hi. 31' 
10.55 
17.82 
17.43 
51. Ill 
15.88 
37.64 
848. 83 
681. 63 
138. 33 
63.24 

69.30 



39. 85 
50. 34 
61. X 

40. 06 
53. 52 

W70. 32 



72.38 



263.83 
170. 90 
131.81 

283.07 

89.67 

41.02 

al7. 17 

145. 30 



275. 05 
69.33 
37.33 



a Loss. 

b The per cent of gain in Texas is computed from the enrollment of 1890, including 65,513 over and under a; 
in 1880. 

c School enrollment given is for Greer county ouly ,■ population of that county, 5,338. d Alaska 



;e; but the cori'espoudini; pujnls were not included 
is omitted from the comparison. 



102 



EDUCATION. 



Table lO.— APPARENT RELATION OF PUBLIC COMMON SCHOOL ENROLLMENT TO POPULATION, 1880 AND 1890, BY 

STATES AND TERRITORIES. 



STATES AND TEEEITOEIES. 



The United States (a). 



North Atlantic division. , 



Maine 

New Hampshire . 

Yermont 

Massachusetts ... 

Rhode Island 

Connecticut 

New York 

New Jersey 

Pennsylvania — 



Sonth Atlantic division. 



Delaware 

Marylan d 

District of Columbia- 
Virginia 

"West Virginia 

North Carolina 

Sonth Carolina 

Georgia 

Florida 



North Central division. 



Ohio 

Indiana 

Illinois 

^Michigan 

"Wisconsin 

Minnesota 

Iowa 

Missouri 

North Dakota. . 
South Dakota- , 

Nebraska 

Kansas 



South Central division. 



Kentucky.... 
Tennessee - . . 

Alabama 

Mississippi . . 

Louisiana 

Texas (6) .... 
Oklahoma (c) . 
.Arkansas.... 



Western division . 



Montana 

Wyoming 

Colorado 

New Mexico . 

Arizona 

Utah 

Nevada 

Idaho 

Alaska (a) ... 
Washington . 

Oregon 

California 



POPULATION. 



1$90 



62, 622, 250 



17,401,545 



601, 086 

376, 530 

332, 422 

2, 238, 943 

345, 506 

746, 258 

5, 097, 853 

1, 444, 933 

5, 258, 014 

8, 857, 920 



168, 493 
1, 042, 390 

230, 392 
1, 655, 980 

762, 794 
1, 617, 947 
1, 161, 149 
1, 837, 353 

391, 422 

22, 362, 279 



672, 316 
192, 404 
826, 351 
093, 889 
686, 880 
301, 826 
911,896 
679, 184 
182, 719 
328, 808 
058, 910 
427, 096 



1880 



50, 155, 783 



14, 507, 407 



10, 972, 893 



1, 858, 635 
1, 767, 518 
1, 513, 017 
1, 289, 600 
1, 118, 587 
2, 235, 523 
61, 834 
1, 128, 179 

3, 027, 613 



132, 159 
60, 705 

412, 198 

153, 593 
59, 620 

207, 905 
45,761 
84, 385 



346, 991 

332, 286 

1, 783, 085 

276, 531 

622, 700 

5, 082, 871 

1, 131, 116 

4, 282, 891 

7, 597, 197 



146. 608 
934, 943 
177, 624 

1, 512, 665 
618, 457 

1, 399, 750 
996, 577 

1, 542, 180 
2'69, 493 

17, 364, 111 



3, 198, 062 

1, 978, 301 

3, 077, 871 

1, 636, 937 

1, 315, 497 

780, 773 

1, 624, 615 

2, 168, 380 

36, 909 

98, 268 

452,402 

996, 09G 

8, 919, 371 



1, 648, 690 
1, 542, 359 
1, 262, 505 
1, 131, 597 
939, 946 
1,591,749 



802, 525 



1, 767, 697 



39, 159 

20, 789 

194, 327 

119, 565 

40,440 

143, 963 

62, 266 

32, 610 



PCBLIC COMMON SCHOOL ENROLL- 
MENT. 



1890 



12, 704, 487 



313, 767 
., 208, 130 



75, 116 
174, 768 
864, 694 



3,103,266 



139, 679 
59, 813 
65, 608 
371, 492 
52, 774 
126, 505 
1, 042, 160 
234, 072 
1, Oil, 163 

1, 751, 225 



31, 434 
184, 251 

36, 906 
342, 269 
193, 293 
325, 861 
203, 461 
342, 562 

91, 188 

5, 008, 577 



797, 439 
505, 516 
778, 319 
427, 032 
351, 723 
281, 859 
493, 267 
620, 314 
35,543 
77, 943 
240, 300 
399, 322 

2, 326, 258 



408, 966 
455, 732 
302, 949 
334, 168 
124, 372 
476,421 
579 
223,071 

515,161 



16, 980 
7,875 

65, 490 

18, 215 
7,989 

36, 372 
7,387 

14, 311 



1880 



2, 949, 904 



56, 432 
63, 354 
221, 756 



150, 811 
64, 670 
73,237 

316, 630 
42, 489 

118, 589 
1, 027, 938 

205, 240 

950, 300 

1, 239, 053 



26, 412 
149, 981 

26, 439 
220, 733 
143, 796 
256, 422 
134, 842 
237, 124 

43, 304 

b, 089, 585 



752, 442 
512, 201 
704, 041 
362, 459 
299, 614 
186, 544 
425, 665 
486, 002 
3,746 
9,972 
100, 871 
246, 128 

1, 374, 035 



292, 427 
291, 500 
187, 650 
237, 065 
81, 012 
176, 245 



108, 236 



299, 031 



4,667 
2,907 

28, 252 
4,755 
4,212 

25, 792 
8,918 
5,834 



14, 780 

37, 437 

161, 477 



PER CENT OP ENROLL- 
MENT TO POPULATION. 



1890 



17.83 



21.13 
15.89 
19.74 
16.59 
15.27 
10.95 
17.38 
16.20 
19.23 

19.77 



18.66 
17.68 
16.02 
20. 67 
25.34 
20.14 
17.67 
18.64 
23.30 

22.40 



21.71 
23. 06 
20.34 
20.39 
20.85 
21.65 
25.80 
23.15 
19.45 
23.70 
22.69 
27.98 

21.20 



22.00 
26.78 
20.02 
25.91 
11.12 
21.31 
10.85 
19.77 

17.02 



12.85 
12.97 
15.89 
11.86 
13.40 
17.49 
16. 14 
16.96 



15.87 
20.19 
18.36 



a Alaska is omitted from tlie comparison. 

6 The enrollment for 1890 iui;lade3 65,512 over and under school age, but the corresponding figures were not included in 1880. 

c School enrollment given is for &reer county; per cent given is on basis of popiilation of county, 5,338. 



1880 



19.- 84 



20.33 



23.24 
18.64 
22.04 
17.76 
15.37 
19.04 
20.22 
18.14 
22.19 

16.31 



18.02 
16.04 
14.88 
14.59 
23.25 
18.32 
13.54 
15.38 
16.07 

23.55 



23.53 
25.89 
22.87 
22.14 
22.77 
23.89 
26.20 
22.41 
10.15 
10.16 
22.30 
24.71 

16.41 



17.74 
18.90 
14.86 
20.95 
8.62 
11.07 



13.49 



16.92 



11.92 
13.98 
14.54 
3.98 
10.42 
17.92 
14.32 
17.89 



19.68 
21.42 
18.67 



INSTITUTIONS. 



10?. 



Table 1 1.— APPARENT RELATION OF PUBLIC COMMON SCHOOL ENROLLMENT TO POPULATION, CENSUS OF 1890 : 

AND COLORED, IN THE SOUTHERN STATES. 



WHITE 



STATES AND TEERITOHIES. 



Total 

South Atlantic division . 

Delaware 

Maryland 

District of Columbia 

Virginia 

West Virginia 

North Carolina 

South Carolina 

Georgia 

Florida 

South Central division . . 

Kentucky 

Tennessee 

Alabama 

Mississippi 

Louisiana 

Texas (a) 

Oklahoma (6) 

Arkansas 

Missouri - 



POPCLATION. 



"White. 



15, 608, 183 



5, 592, 149 



UO, 066 
826, 493 
154, 695 

1, 020, 122 
730, 077 

1, 055, 382 
462, 008 
978, 357 
224, 949 

7, 487, 576 



1, 590, 462 

1, 336, 637 

833,718 

544, 851 

558, 395 

1, 745, 935 

58, 826 

818, 752 

2, 528, 458 



Colored. 



6, 901, 814 



3, 265, 771 



28, 427 
215, 897 

75, 697 
635, 858 

32, 717 
562, 565 
689, 141 
858, 996 
166, 473 



268, 173 
430, 881 
679, 293 
744, 749 
560, 192 
489, 588 
3,008 
309, 427 

150, 726 



PUBLIC COMMON SCHOOL 
ENROLLMENT. 



White. 



3, 409, 061 



1, 168, 557 



26, 778 
148, 224 

23, 574 
220, 210 
186, 735 

208, 844 
90, 051 

209, 330 
54,811 

1, 652, 994 



354,250 
354, 130 
186, 794 
150, 968 
74, 988 
367, 682 
579 
163, 603 

587, 510 



Colored. 



1, 288, 736 



582, 668 



4,656 
36, 027 
13, 332 
122, 059 
6,558 
117, 017 
113,410 
133, 232 
36, 377 

673, 264 



54, 716 
101, 602 
116, 155 
183, 200 

49,384 
108, 739 



59, 468 



33,804 



PER CENT OF EN- 
ROLLiMENT TO POP- 
ULATION. 



White. Colored. 



21.84 



20.90 



19.12 
17.93 
15.24 
21.59 
25.58 
19.79 
19.49 
21.40 
24.37 

22.08 



22.27 
26.49 
22.40 
27.71 
13.43 
21.06 
10.85 
19.93 

23.24 



17.84 



16.38 
16.69 
17.61 
19.20 
20.04 
20.80 
16.46 
15.51 
21.85 

19.32 



20.40 
23.58 
17. 10 
24.60 
8.82 
22.21 



19.22 



21.76 



a The enrollment in Texas for 1890 includes 65.512 pupils (54,880 white, 10,632 colored) over and under school age, bat the corresponding figures were not included 
in 1880. 

b The enrollment given is for Greer county only ; the per cent is based upon the population of that county, 5,336 white and 2 colored. 



104 



EDUCATION. 



Table 12.— APPAEENT RELATIVE GAIN IN PUBLIC COMMON SCHOOL ENROLLMENT, 1880 AND 1890: WHITE AND 

COLORED, IN THE SOUTHERN STATES. 



■-■— =J= ■ 


EKBOLLED IN PUBUC 


COMMON SCHOOLS. 




INCREASE. 




STATES AND TEBEITOEtES. 


White. 


Colored. 


^Number. 


Per cent. 




1890 


1880 


1890 


1880 


White. 


Colored. 


White. 


Colored. 


Total 


3,409,061 


2,301,804 


1,288,736 


797, 286 


1, 107, 257 


491, 450 


48.10 


61.64 








1, 168, 557 


859, 610 


582, 668 


379, 543 


309, 047 


203, 125 


35.96 


53. 52 








26, 778 
148, 224 

23, 574 
220, 210 
186, 735 
208,844 

90, 051 
209, 330 

54,811 

1,652,994 


24, 178 
123, 448 

18, 472 
152, 455 
139, 690 
161,262 

61, 832 
150, 501 

27,672 

980,338 


4,656 
36, 027 
13, 332 


2,234 

26, 533 

7.967 


2,600 
24,776 

5,102 
67, 755 
47, 045 
47, 582 
28, 219 
58, 829 
27, 139 

672, 656 


2,422 
9,494 
5,365 
53,781 
2,452 
21, 857 
40,400 
46, 609 
20,745 

279, 567 


10.75 
20.07 
27.62 
44.44 
33.68 
29.51 
45.64 
39.09 
98.07 

68.61 


108. 42 




35.78 




67. :i4 




122, 059 i 68, 278 
6, 558 4, 106 
117,017 95,160 
113,410 73,010 
133,232 86,623 
36,377 15,632 

1 
673, 264 393. 697 


VS. 77 




59.72 




22.97 




55.33 




53.81 




132.71 




71.01 












354, 250 
354, 130 
186, 794 
150,968 
74, 988 
367, 682 
579 
163, 603 

587, 510 


263, 507 
230, 130 
111,889 
115, 463 
46, 370 
131, 616 


54, 716 
101, 602 
116, 155 


28, 920 
61, 370 
75, 661 


90, 743 

124, 000 

74, 905 

35, 505 

28, 618 

236, 066 

579 

82,240 

125,554 


25, 796 
40, 232 
40, 494 
61, 598 
14, 742 
64, 110 


34.44 
53.88 
66.95 
30.75 
61.72 
179.36 


89.20 




65.56 




53.52 




183, 200 1 121, 602 


50.66 




49, 384 
108, 739 


34, 642 
44,629 


42.56 




143. 65 








81, 363 
461, 956 


59,468 
32, 804 


26, 873 
24,046 


32, 595 
8,758 


101.08 
27.18 


121.29 




36.42 







dThe enrollment in Texas for 1890 includes 65,512 pupils (54,880 white, 10,632 colored) over and under school age, but the corresponding figures were not included 
in 1880. 

6 School enrollment given is for Greer county only. 



INSTITUTIONS. 



105 



Table 1 3.— APPARENT RELATION OP THE SEXES IN PUBLIC COMMON SCHOOLS, CENSUS OF 1890, BY STATES AND 

TERRITORIES. 



STATES AND TEKRITOHIBS. 



The United States. 



North Atlantic division . 



Maine 

'New Hampshire. 

Vermont 

Massachusetts- . . 

Rhode Island 

Connecticut 

New York 

New Jersey 

Pennsylvania. . . . 



Sonth Atlantic division . 



Delaware 

Wliite 

Colored 

Maryland 

White 

Colored 

District of Colnmbia . 

White 

Colored 

Virginia 

White 

Colored 

West Virginia 

White 

Colored , 

North Carolina 

White 

Colored 

South Carolina 

White 

Colored 

Georgia 

White 

Colored 

Florida 

White 

Colored 



North Central division . 



Ohio 

Indiana 

Illinois 

Michigan . . 
Wisconsin . 



Male 

teachers to 

female 

teachers 

nearly as — 



1 to 3. 8 



1 to 3. 3 
1 to 9. 5 
1 to 7. 3 
1 to 9. 2 
1 to 6. 9 
1 to 6. 
1 to 4. 9 
lto4.4 
1 to 1. 9 

1 to 1. 



Male 

pupils to 

female 

pupils 

nearly as — 



10 to 9.7 



10 to 9.9 



1 to 2. 
1 to2. 
1 to 1. 
lto2. 
1 to2. 
1 to 1. 
lto7. 
1 to 7. 
1 to6. 
Itol. 
Itol. 
Itol. 
ItoO. 
l.toO. 
ItoO. 
ItoO. 
ItoO. 
ItoO. 
Itol. 
Itol. 
ItoO. 
ItoO. 
ItoO. 
ItoO. 
1 to 1. 
Itol. 
ItoO. 



10 to 10. 3 
10 to 9. 4 
10 to 9. 5 
10 to 9.7 
10 to 9.9 
10 to 10. 1 
10 to 9.9 
10 to 10. 5 
10 to 9.7 

10 to 9. 8 



1 to 2. 1 



1 to 1. 3 
1 to 1. 
lto2.4 
1 to 3. 5 
1 to 4.0 



STATES AND TERRITORIES. 



10 to 10. 2 

10 to 10. 2 
10 to 9.8 
10 to 9.6 
10 to 9. 4 
10 to 10. 1 
10 to 11.3 
10 to 10. 6 
10 to 12. 8 
10 to 9.9 
10 to 9.2 
10 to 11. 4 
10 to 9.1 
10 to 9. 
10 to 10. 9 
10 to 9.9 
10 to 9.2 
10 to 11. 1 
10 to 10. 1 
10 to 9.3 
10 to 10. 9 
10 to 9.8 
10 to 9.2 
10 to 10. 8 
10 to 9. 8 
10 to 9. 3 
10 to 10. 6 

10 to 9. 5 



North Central division— Continued. 

Minnesota 

Iowa 

Missouri 

White 

Colored 

North Dakota 

South Dakota 

Nebraska 

Kansas 




South Central division. 



10 to 9.3 

10 to 9.5 

10 to 9. 6 

10 to 9.6 

10 to S.6 



Kentucky . . . 

White .. 

Colored . 
Tennessee . - 

White . . 

Colored . 
Alabama . . . 

White.. 

Colored . 
Mississippi . 

White . - 

Colored . 
Louisiana - . 

White . . 

Colored . 
Texas 

White . . 

Colored . 
Oklahoma. .. 
Arkansas . . . 

White . . 

Colored . 



Western division. 

Montana 

Wyoming 

Colorado 

New Mexico . . 

Arizona 

Utah 

Nevada 

Idaho 

Alaska 

Washington . . 

Oregon 

California . - . . 



1 to 3. 2 
1 to 3. 9 
1 to 1. 3 
1 to 1. 2 
I to 1. 4 
1 to 2. 5 
1 to 2. 4 
1 to 2. 7 
1 to 1. 5 



to 1.0 
to 1.0 
to 1. 1 

too. C 

to 0. 6 
to 0.7 
too. 6 
to 0.6 
to 0.5 
to 1.0 
to 1.4 
to 0.7 
to 1.2 
to 1.7 
too. 5 
to 0.7 
too. 7 
too. 5 
too. 1 
to 0.5 
to 0.4 
too. 5 



1 to 2. 2 



Male 

pupils to 

female 

pupils 

nearly as — 



10 to 9. 4 

10 to 9.6 

10 to 9.6 

10 to 9.6 

to to 10. 3 

10 to 9.0 

10 to 9. 

10 to 9.4 

10 to 9. 5 

10 to 9. 

10 to 9.5 
10 to 9.3 
10 to 10. 
10 to 9.5 
10 to 9. a 
10 to 10. 1 
10 to 10. 
10 to 9. 6 
10 to 10. 6 
10 to 10. 
10 to 9. 5 
10 to 10. 4 
10 to 9. 5 
10 to 9.4 
10 to 9. 8 
10 to 11. 2 
10 to 11. 2 
10 to 11. 5 
10 to 11. 2 
10 to 9.2 
10 to 9.1 
10 to 9.6 

10 to 9.4 



to 3. 7 
to 4. 2 
to 2. 8 
to 0.5 
to 1.6 
to 1.1 
to 5. 1 
to 1.1 
to 1.6 
to 1.5 
to 1.3 
to 3. 7 



10 to 9. 6 
10 to 9. 6 
10 to 9.6 
10 to 5.4 
10 to 8.5 
10 to 9. 3 
10 to 9. 9 
10 to 10. 6 
10 to 9.3 
10 to 10. 1 
10 to 9. 6 
10 to 9.4 



106 



EDUCATION. 



Table 14.— ENROLLMENT IN PUBLIC SCHOOLS ADDITIONAL TO COMMON SCHOOLS, AS DERIVED FROM THE REPORTS 

OF SCHOOLS, CENSUS OF 1890, BY STATES AND TERRITORIES. 

[This table includes state universities and professional schools.] 





TEACHERS. 


PUPILS. 


STATES AMD TEERITOEIES. 


Aggre- 
gate. 


White, (a) 


Colored. 


Aggre- 
gate. 


White, (a) 


Colored. 




Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


The United States. 


2,960 


2,841 


2,084 


757 


119 


66 


53 


64,478 


60, 101 


31,988 


28, 113 


4,377 


2,042 


2,335 


North Atlantic division . . . 


766 


766 


413 


353 








21, 151 


21, 139 


8,577 


12, 562 


12 


6 


6 










M ' 


35 

17 

57 

108 

8 

37 
236 

35 
233 

412 


35 
17 
57 

108 
8 
37 

236 
35 

233 

375 


21 
15 
41 
44 
3 
10 

128 
14 

137 

334 


14 
2 
16 
64 
5 
27 
108 
21 
96 

41 








971 
134 

1,112 

1,595 
200 
798 

7,810 
892 

7,639 

7,060 


971 
134 

1,112 

1,594 
199 
798 

7,808 
892 

7,631 

5,744 


377 

34 

673 

276 

6 

249 

2,946 

308 

3,708 

4,162 


594 
100 
439 

1,318 
193 
549 

4,862 
584 

3.923 

1,582 








New Hampshire 


































1 
1 




1 










1 




















2 


1 


1 




















8 
1,316 


5 

528 


3 


Sonth Atlantic division 


37 


22 


15 


788 



































85 


85 


77 


8 








675 


675 


345 


330 
























96 
54 
42 
41 
68 
26 

1,083 


80 
54 
24 
41 
68 
23 

1,076 


72 
38 
23 
37 
68 
19 

834 


8 
16 

1 
4 


16 


10 


6 


1,734 
1,063 
1,034 

519 
1,500 

535 

23, 605 


1,254 

1,063 

273 

519 

1,500 

460 

23, 349 


1,003 
669 
273 
391 

1,«2 
339 

13, 263 


251 
394 


480 


189 


291 






Korth Carolina 

South CaroHiia 


18 


10 


8 


761 


303 


458 


128 
358 
121 

10, 086 
















Tlorida 


4 

242 


3 

7 


2 
5 


1 
2 


75 
256 


36 

127 


39 


Nortli Central division 


129 


Ohio 


69 
91 
85 
155 
136 
153 
93 
111 

58 
42 
79 

380 


69 

91 

85 

.155 

136 

153 

93 

104 

11 

58 

42 

79 

305 


65 
74 
51 

141 
82 

117 
76 
89 
9 
39 
31 
60 

232 


4 
17 
34 
14 
54 
36 
17 
15 

2 
19 
11 
19 

73 








777 
1,929 
2,790 
3,633 
2,952 
2,410 
1,690 
2,757 

151 
1,228 
1,146 
2,142 

8,436 


767 
1,919 
2,767 
3,623 
2,950 
2,410 
1,689 
2,574 

149 
1,228 
1,145 
2,128 

5,648 


634 

1,190 

1,394 

2,509 

1,403 

1,260 

1,039 

1,515 

81 

661 

496 

1,081 

3,870 


133 

729 

1,373 

1,114 

1,547 

1,150 

660 

1,059 

68 

567 

649 

1,047 

1,778 


10 
10 

23 
10 
2 


8 
6 
8 
8 
1 


2 










4 










15 










2 










1 


Minnesota 
















1 

183 
2 


1 
87 

1 






7 


5 


2 


96 


"Wnrt,h "Dakota 


1 




















1 
14 

2,788 


1 
6 

1,377 












8 


South Central division 


75 


39 


36 


1,411 




28 
38 
134 
64 
34 
50 
32 

319 


25 
38 
82 
55 
27 
50 
-28 

319 


24 
38 
59 
31 

17 
41 
22 

271 


1 


3 


2 


1 


641 

510 
3,401 
1,300 

789 
1,029 

766 

4,226 


554 
497 
1,835 
888 
375 
899 
600 

4,221 


409 
496 
1,097 
565 
220 
640 
443 

2,116 


145 
1 
.738 
323 
155 
259 
157 

2,105 


87 
13 
1,566 
413 
414 
130 
166 

5 


32 
13 
639 
331 
144 
81 
137 

4 


55 








23 

24 

10 

9 

6 

48 


52 
9 

7 


35 

8 
1 


27 
' 1 

6 


927 




81 




270 




40 




4 


3 


1 


29 




1 












































21 
51 
3 
1 
20 
10 


21 

' 51 
3 
1 

i 20 

; 10 

1 


21 
41 
2 
1 
19 
8 










82 
683 
34 
33 
358 
137 


82 
681 
34 
33 
358 
137 


41 
383 

19 

14 
229 

57 


41 
298 

15 

19 
129 

80 










10 

1 








2 


2 






























1 
2 












































10 

51 

152 


10 
51 
152 


5 
45 
129 


5 
6 
23 








273 
633 

1,993 

I 


273 

693 

1,990 


92 
386 
895 


181 

247 

1,095 






























3 


2 


1 






1 





a Includes unseparated colored. 



INSTITUTIONS. 



107 



Table 15.— APPARENT RELATION OF PUBLIC SCHOOL ENROLLMENT TO POPULATION, CENSUS OF 1890, BY STATE8 

AND TERRITORIES. 

[This table inolndes state nniTersities and professional schoola.J 



STATES AND TEEKITORIES. 



The United States. 



North Atlantic division . 



Maine 

New Hampshire. 

Vermont 

Massacbnsetts — 

Kbode Island 

Connecticnt 

New York 

New Jersey 

Pennsylvania 



South Atlantic division. 



Delaware 

Maryland 

District of Colnmbia.. 

Virginia 

"West Virginia 

North Carolina 

South Carolina 

Georgia 

Florida 



North Central division . 



Ohio 

Indiana 

Illinois 

Michigan 

"Wisconsin 

Minnesota 

Iowa 

Missouri 

North Dakota. . 
South Dakota.. 

Nebraska 

Kansas 



South Central division. 



Kentucky .. 
Tennessee . . 

Alabama 

Mississippi - 
Louisiana... 

Texas 

Arkansas... 



"Western division . 



Montana 

"Wyoming 

Colorado 

New Mexico . 

Arizona 

Utah 

Nevada 



Idaho 

Washington . 



Oregon — 
California. . 



Population, 

exclusive 

of Alaslia and 

Oklalioma. 


APPABENT PnBLIO SCHOOL 
ENHOLLMENT. 


Number, (a) 


Per cent 
of popu- 
lation. 


62,560,416 


12,768,386 


20.41 


17, 401, 545 


3,124,417 


17.95 


661, 086 


140, 650 


21.28 


376, 530 


59, 947 


15.92 


332, 422 


66,720 


20.07 


2, 238, 943 


373, 087 


16.66 


345, 506 


52,974 


15.33 


746, 258 


127,303 


17.06 


5, 997, 853 


1, 049, 970 


17.51 


1, 444, 933 


234, 964 


16.26 


5,258,014 


1, 018, 802 


19.38 


8,857,920 


. 1,758,285 


19.85 


168, 493 


31, 434 


18.66 


. 1, 042, 390 


184, 926 


17.74 


230, 392 


36, 906 


16.02 


1,655,980 


344, 003 


20.77 


762, 794 


194,356 


25.48 


1, 617, 947 


326,895 


20.20 


1, 151, 149 


203, 980 


17.72 


1, 837, 353 


344, 062 


18.73 


391, 422 


91, 723 


23.43 


22, 362, 279 


5, 033, 182 


22.50 


3, 672, 316 


798, 216 


21.74 


2,192,404 


507, 445 


23.15 


3,826,351 


781, 109 


20. 41 


2, 093, 889 


430, 665 


20.57 


l,(J86,880 


3.54, 675 


21.03 


1,301,826 


284, 269 


21.84 


1.911,896 


494, 957 


25.89 


2. 679, 184 


623, 071 


23.26 


182, 719 


35, 694 


19.53 


328, 808 


79, 171 


24.08 


1,058,910 


241,446 


22.80 


1, 427, 096 


401, 464 


28.13 


10, 911, 059 


2,334,115 


21.39 


1, 856, 635 


409, 607 


22.04 


1,767,518 


456, 242 


35.81 


1, 513, 017 


306, 350 


20.25 


I, 289, 600 


335,468 


26.01 


1, 118, 587 


125, 161 


11.19 


2, 235, 523 


477, 450 


21.36 


1, 128, 179 


223, 837 


19.84 


3,027,613 


519, 387 


17.15 


132, 159 


16, 980 


12.85 


60, 705 


7,957 


13.11 


412, 198 


66, 173 


16. 05 


153, 593 


18,349 


11.88 


59, 620 


8,022 


13.46 


307, 905 


36, 730 


17.67 


45,761 


7. 584 


16.44 


84,385 


14, .111 


16.96 


349, 390 


55. 705 


15.94 


313, 767 


63, 987 


20. 39 


1. 208, 130 


223, 749 


18.52 



a Pupils in Oklahoma (579) and Alaska (899) have been omitted, Oklahoma having public schools in Greer county only, and the conditions in Alaskabeing unlike 
those of the country at large. 



108 



EDUCATION. 



Table 16.— SCHOOL ENROLLMENT, CENSUS OF 1890: PRIVATE SCHOOLS, EXCLUSIVE OF PAROCHIAL SCHOOLS, AS 
DERIVED FROM THE REPORTS OF SCHOOLS, BY STATES AND TERRITORIES. 



STATES AND TBERITOIUES. 



The United States 
North AtlaDtic division . . . 

Maine 

H'ew Hampshire 

Vemjont 

Massachusetts 

Rhode Island 

Connecticut 

New York 

New Jersey 

Pennsylvania 



South Atlantic division . 



Delaware 

Maryland 

District of Columhia 

Virginia 

West Virginia 

North Carolina 

South Carolina 

Georgia 

Florida 



North Central division . 



Ohio 

Indiana 

Illinois 

Michigan 

Wisconsin 

Minnesota 

Iowa 

Missouri 

North Dakota . 
South Dakota . 

Nebraska 

Kansas 



Aggre- 
gate. 



South Central division 

Kentucky 

Tennessee 

Alabama 

Mississippi 

Louisiana 

Texas 

Oklahoma 

Arkansas 



Western division 



Montana 

Wyoming 

Colorado 

New Mexico . 

Arizona 

Utah , 

Nevada 

Idaho 

Alaska 

Washington. 

Oregon 

California — 



41,811 



14, 122 



353 

298 

250 

2, 232 

263 

738 

5,490 

1,251 

3,247 

7,190 



■77 
1,116 

483 
1,155 

228 
1,590 

684 
1,662 

195 

10, 088 



2,048 
893 

1,949 
692 
471 
505 
789 

1,800 

45 

133 

306 

557 

7,659 



1,364 

1,929 

919 

828 

1,071 

1,106 

28 

414 

2,752 



52 

11 

306 

185 

19 

282 

14 

33 

54 

189 

250 

1,357 



White. 



Total. 



14,107 



353 

298 

250 

2,232 

263 

738 

5,490 

1,251 

3,232 

6,717 



75 

1,098 

■ 462 

1,115 

224 

1,441 

588 

1,533 

181 

10, 074 



2,036 
893 

1,948 
592 
471 
505 
789 

1,799 
45 
133 
306 
557 

7,304 



1,341 

1,838 

850 

798 

1,015 

1,057 

28 

377 

2,751 



52 

11 

308 

185 

19 

282 

14 

33 

54 

189 

250 

1,356 



Male. 



7,033 



Fe- 
male. 



21, 069 



7,074 



183 
171 
101 

1,122 
104 
377 

2,804 
506 

1,665 

2,995 



27 
562 
285 
438 

74 
631 
236 



5,605 



1,188 
504 

1,105 
338 
246 
266 
438 
960 
16 
48 
156 
340 

3,116 



516 
927 
367 
325 
347 
421 
12 
201 



170 
127 
149 

1,110 
159 
361 

2,680 
745 

1,567 

3,722 



21 

3 

154 

43 

4 

83 

1 

6 

35 

86 

114 

580 



48 
536 
177 
677 
150 
810 
352 
840 
132 

4,469 



Colored. 



Total. 



473 



848 
389 
843 
254 
225 
239 
351 
839 
29 
85 
150 
217 

4,188 



2 

18 

21 

40 

4 

149 
96 

129 
14 



825 
911 
483 
473 ! 
668 
636 
16 
176 

1,616 



152 

137 

15 

199 

13 

27 

19 

103 

136 

776 



Male. 



Fe- 
male. 



23 



251 



Aggre- 
gate. 



804, 204 



196, 173 



6,826 

4,816 

4.553 

24, 777 

4,053 

8,902 

77, 042 

16, 878 

48, 326 

165, 253 



1.289 
12, 799 

5, 387 
17,648 

3,600 
43, 943 
20, 303 
55, 536 

4,748 

187, 827 

39, 204 

20, 012 

31. 791 

11,551 

7,9!>4 

7, 751 

19, 891 

29,015 

624 

1,432 

6,484 

12, 118 

200, 202 



29. 308 
55, 333 
27, 381 
24, 312 
20, 103 
29, 044 
1,203 
13, 518 

54,749 



1,319 
159 

4,752 
4,770 

479 
10, 464 

131 
1, 104 

878 

3,575 

4,891 

22, 227 



White. 



Total. 



750, 243 



195, 000 



6,820 
4,808 
4,552 
24, 701 
4,030 
8.888 
76, 846 
16,861 
47, 494 

134, 080 



1,226 
12, 298 

4,794 
14, 396 

3,399 
36, 690 
11, 934 
46, 808 

3, 635 I 

186, 894 



38, 891 

19, 656 

31, 740 

11,522 

7,948 

7,745 

19, 878 

28, 990 

624 

1,430 

6,478 

11, 992 

180, 677 



28, 184 
50,824 
22, 418 
21. 769 
17. 088 
27. 219 
1,202 
11, 973 

53. 592 

1.314 

159 

4,727 

4,577 

478 

10, 460 

131 

1,104 

23 

3,570 

4,889 

22, 160 



Male. 



111,741 

3,931 
2,789 
2,150 

14,240 
2.352 
5, 288 

4:1, 428 
'.). 562 

28. 001 

07, 929 



636 
7,263 
2,982 
6,802 
1,632 

18, 604 
5,838 

22, 764 
1,606 

107, 166 



22, 636 

10, 964 

19, 209 

6,631 

5,023 

4,739 

10,995 

15, 719 

273 

663 

3, 537 

6,767 

90,234 



14,548 
26, 130 
10, 899 
10, 216 

8,897 

12,804 

623 

6,117 



592 

40 

.2,218 

2,289 

118 

5,496 

2 

467 

13 

. 1,938 

2,362 

11, 111 



Fe- 
male. 



346, 538 



83, 259 

2,889 
2,019 
2,402 

10, 461 
1,678 
3,600 

33, 418 
7,299 

19, 493 

66, 151 



590 
5,035 
1,812 
7,694 
1,867 

17, 986 
6,096 

23, 044 
2.127 

79, 739 



16, 255 
8,692 

12, 531 
4,891 
2,925 
3,006 
8,883 

13, 271 

351 

767 

2,941 

5,225 



IP, 636 
24, 694 
11, .519 
11, 553 

8,191 

14, 415 

579 

5,856 



Colored. 



Total. 



53, 961 



6 

8 

1 

76 

23 

14 

196 

17 

832 



Male, 



25,176 



706 



Fe- 
male. 



49 
16 
12 

93 : 

15 ' 
509 



31,173 I 14,398 



63 

501 

.593 

3,252 

201 

7.363 

8, 369 

9.728 

1,113 

933 



313 

356 

51 

■29 

6 

6 

13 

25 



2 


12B 



90,443 19,525 



26,645 i 26,947 



722 

119 

2,509 

2,288 

360 

4,965 

129 

637 

10 

1,632 

2,527 

11, 049 



1.124 
4,509 
4,963 
2,543 
3,015 
1,825 
1 
1,545 



25 

193 

1 

4 



o855 

5 

2 

67 



26 

235 

421 

1,547 

101 

3,351 

4,134 

4,024 



491 



175 

131 

29 

21 

5 

4 

10 

16 



8,977 



500 
2,123 
2,312 

1,148 

1,379 

732 



460 
3 
2 

22 



» Native. 



INSTITUTIONS. 



109 



Table 17.— SCHOOL ENROLLMENT, CENSUS OF 1890: DENOMINATIONAL SCHOOLS, INCLUDING PAROCHIAL SCHOOLS, 
AS DERIVED FROM THE REPORTS OF SCHOOLS, BY STATES AND TERRITORIES. 



TEACHEBS. 





ALL DENOMINATIONS. 


BAPTIST. 


STATES AND TKREITORIES. 


Aggre- 
gate. 




"White. 






Colored. 




Aggre- 
gate. 


WTiite. 


Colored. 




Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Tot.il. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


The United States... - 


33, 564 


32, 848 


12,402 


20,446 


716 


317 


399 


1,635 
386 


1,537 
38C 


836 


701 


98 


53 


45 


North Atlantic division 


10, 292 


10,277 

1 240 

244 

210 

1,162 

229 

624 

3,779 

1,012 

2,777 

3,014 

71 
780 
322 
479 
134 
500 
221 
377 
l.SO 

13, 388 


3,223 


7,054 


15 


5 


10 


258 


128 
















Maine 


240 

244 

210 

1,162 

229 

624 

3,779 

1,012 

2,792 

3,437 


110 
83 
48 

371 
49 

248 
1,2.38 

216 

860 

1,091 


130 
161 
162 
791 
180 
376 

2,541 
796 

1,917 

1,923 








59 
19 

25 
15 
22 
U 
131 
27 
77 

470 


59 
19 
25 
15 
22 
11 
131 
27 
77 

422 


45 
11 

9 
15 
22 

fi 
90 
13 
47 

208 


14 

8 
16 








N"ew Hampsliire 














Vermont 




1 










Massacliusetts 














Rhode Island 
















Connecticut 









r 

41 
14 
30 

214 




































Pennsylvania 


15 
423 


6 
181 


10 

242 








South Atlantic division . - - . 


48 


27 


21 




71 
SOS 
342 
534 
135 
635 
300 
466 
146 

13, 409 


11 
263 
163 
177 

30 
205 

93 
129 

20 

6,086 


60 
517 
159 
302 
104 
295 
128 
248 
110 

7,302 






















Maryland 


28 
20 
55 
1 
135 
79 
S9 
16 

21 


11 

u 

ir, 

6] 
33 
42 

10 


17 

n 

40 
1 
74 
46 
47 
11 

11 
















District of Columbia . . . 


!J5 
101 

15 
110 

38 
128 

1 ■ 23 

331 


.51 
97 
15 
83 
38 
116 
22 

331 


48 
46 

5 
47 
16 
40 

6 

196 


3 
51 
10 
36 
22 
76 
16 

1'35 


4 
4 


4 

2 


2 


West Yirsinia 




27 


14 


13 


South Carolina 


Georgia 

Florida 


12 
1 


7 


5 
I 


North Central division 










Ohio 


2,088 

1,064 

2, 513 

1,017 

1,518 

1,056 

1,123 

1,576 

99 

237 

500 

618 

4,128 


2,077 

1,064 

2,509 

1,017 

1,518 

1,056 

1,123 

1, 576 

9S 

237 

497 

616 

3,882 

820 
838 
307 
291 
742 
671 
210 
3 

2,287 


809 
472 
1,186 
403 
681 
611 
527 
623 
62 
111 
266 
335 

1,225 


1,268 
592 

1,323 
614 
837 
445 
596 
953 
36 
126 
231 
281 

2,657 


11 


7 


4 


51 
18 
66 
28 
28 
9 
27 
81 


51 
18 
66 
28 
28 
9 
27 
81 


38 
14 
35 
21 
14 
4 
15 
39 


13 

4 

31 

7 
14 

5 
12 
42 
















Illinois 


4 


2 


2 








Michigan 








Wisconsin 














Minnesota 










































North Dakota 


1 




1 








South Dakota 


7 


7 


5 


2 










3 
2 

246 


1 
110 


2 

2 

136 










16 
414 


16 
364 


11 
159 


5 
205 








South Central division 


50 


26 


24 




836 
910 
348 
309 
797 
698 
227 
3 

2, 298 


209 

391 

98 

81 

171 

200 

74 

1 

777 


611 
447 
209 
210 
571 
471 
136 

1,510 


16 
72 
41 
18 
55 
27 
17 


6 
37 
19 

7 
20 
11 
10 


10 
35 
22 
11 
35 
18 
7 


83 
80 
55 
66 
47 
62 
21 


73 
77 
38 
> 64 
39 
57 
16 ^ 


36 
36 

12 
20 
18 
30 

7 


37 
41 
26 
44 
21 
27 
9 


10 

3 
17 
2 
8 
5 
5 


3 
2 
10 
1 
4 
3 
3 


7 

7 
1 
4 
2 
2 








Louisiana 

Texas V 

Arlcansas 




11 


11 




34 


34 


15 


19 



















41 

13 

266 

201 

35 

294 

19 

32 

173 

220 

950 

54 


41 

13 

266 

201 

35 

294 

19 

32 

173 

220 

939 

54 


9 

1 
125 
50 

77 
1 
6 

66 

95 
305 

35 


32 

12 

141 

151 

28 

217 

18 

26 

107 

125 

634 

19 













































































1 






















1 
























1 " 



















! 


















' ii 




Wiishiufft.on 








9 
4 
21 


9 
4 
21 


3 
2 
10 


6 

2 
11 


i 

















all 


11 




















1 










1 


1 1 







a Chinese. 



110 



EDUCATION. 



Table 17.— SCHOOL ENEOLLMENT, CENSUS OF 1890: DENOMINATIONAL SCHOOLS, INCLUDING PAROCHIAL 

SCHOOLS— Continued. 

TEACHERS— Continued. 





CATHOLIC. 


OONGEBaATIONiL. 


STATES AND TEEEITORIES. 


Aggre- 
gate. 


White. 


Colored. 


Aggre- 
gate. 


White. 


Colored. 




Total. 


Male. 


T-e- 
male. 


Total. 
50 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


The United States... - 


18, 210 


18, 160 


3,131 


15, 029 


1 


49 


1,219 


1,129 


666 


463 


90 


46 


44 


North Atlantic division 


6,912 


6,912 


1,110 


5,802 








298 


298 


283 


15 
























111 

151 
125 
803 
176 
340 

3, 778 
769 

1,659 

1,317 


in 

151 
125 
803 
176 
340 

2,778 
769 

1,659 

1,298 


16 

15 

7 

79 

13 

6 

6.59 

92 

323 

313 


95 
136 
118 
724 
163 
334 

2,119 
677 

1,436 

985 








29 
29 
9 

75 

1 

155 


29 
29 

. 9 

75 

1 

155 


29 
24 

9 
65 

1 
155 










JTew Hampshire 








5 




























10 


































































































Sonth Atlantic di-vision 


19 


1 


18 


183 


135 


50 


85 


48 


27 


21 




49 

596 

224 

122 

88 

87 

43 

84 

74 

6,951 


49 

590 

224 

122 

88 

36 

41 

80 

68 

6,948 


3 

179 

81 

14 

4 

16 


46 

411 

143 

108 

84 

20 

41 

64 

68 

5,774 
























6 




6 
















District of Columbia. . . 


47 


33 


31 


2 


14 


10 




































1 

4 
6 

3 


1 


1 

2 

3 
6" 

3 


37 
11 
75 
13 

360 


25 
8 
56 
13 

356 


2 
2 
9 
6 

235 


23 
6 

47 

7 

121 


12 
3 
19 


4 
2 
11 






1 




16 


8 






North Central diviBion 


1,174 


4 


1 


3 


Ohio 


1,289 
631 

1,336 
582 
847 
393 
478 
898 
17 
68 
179 
233 

1,892 


1,289 
631 

1,335 
582 
847 
393 
478 
898 
17 
68 
179 
231 

1,864 


234 

137 

217 

61 

132 

64 

33 

200 


1,055 
494 

1,118 
521 
715 
329 
446 
698 
17 
63 
152 
166 

1,566 








76 


76 


56 


20 








Indiana 














Uliiiois 


1 




1 


37 
23 
38 
26 
37 
19 
17 
18 
49 
20 

198 


37 
23 
38 
26 
37 
19 
16 
18 
46 
20 

171 


31 
15 
26 
14 
27 
11 
7 
12 
24 
12 

42 


6 

8 
12 
12 
10 
8 
9 
6 
22 
8 

•129 
















































































1 




1 




5 
27 
65 

298 


















3 


1 


2 




2 

28 




2 
28 




Sonth Central division 


27 


7 


20 




481 
138 
101 
106 
, 611 
374 
81 


480 
133 

99 
105 
593 
371 

78 


57 
30 
34 
20 
97 
51 
9 


423 

108 

65 

86 

496 

320 

69 


1 




1 


17 
65 
62 
21 
19 
13 
1 


17 
55 
.51 
17 
19 
12 


3 
14 
11 
6 
6 
2 


14 
41 
40 
11 
13 
10 










10 
11 

4 


4 

2 


6 




2 
1 
18 
3 
3 




2 

1 
18 

3 


9 




4 








1 
1 


1 


1 


















1,138 


1,138 


236 




902 








180 


169 


56 


113 


H 


11 














Montana 


26 
12 
122 
76 
22 
44 
11 
15 
63 
102 
645 


26 

12 
132 
76 
22 
44 
11 
15 
63 
102 
645 


1 


25 
12 
95 
56 
21 
37 
10 
15 
49 
80 
502 






















Wyoming 






















Colorado 


27 
20 

1 
7 
1 








19 
33 


19 
33 


15 
10 


4 
23 








New Mexico 














Arizona 














irtah 








50 


50 


6 


44 








Nevada 














Idaho 
























14 
22 
143 








15 
8 
55 


15 

8 

44 


5 
13 


8 
3 
31 






























oil 


11 












1 










» 

















a Chinese. 



INSTITUTIONS. 



HI 



Table IT.— SCHOOL ENROLLMENT, CENSUS OF 1890: DENOMINATIONAL SCHOOLS, INCLUDING PAROCHIAL 

SCHOOLS— Continued. 

TEACHERS— Continued. 





LTITHEEiN. 


METHODIST EPISCOPAL. 


STATES AJtD TBEKITOEIE9. 


Aggrs. 
gate. 


White. 


Colored. 


Aggre- 
gate. 


"WTiite. 


Colored. 




Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe. 
male. 


Total. 


Male. 


Fe- 
male. 


The "United States... 


3,523 


3, 518 


2,972 


646 


5 


3 


2 


3,026 


2,819 


1,650 


1,169 


207 


113 


94 




378 


378 


258 


120 








519 


519 


357 


162 






















Maine 
















27 

9 

25 

161 
12 
23 

124 
44 
94 

512 


27 
9 
25 

161 
12 
23 

124 
44 
94 

413 


14 
4 

13 
129 
4 
23 
79 
26 
65 

202 


13 
5 

12 
32 

8 








New Hampshire 


1 


1 


1 
















Vermont 
















Massachnsetts 


2 

1 

12 

193 

18 

151 

156 


2 
I 1 
12 
193 
18 
151 

153 


2 
















Rhode Island 


1 
4 

62 
5 

48 

58 














Connecticut 


8 

131 

13 

103 

95 














New York 








45 
18 
29 

211 








New Jersey 














Pennsylvania 














South Atlantic division 


3 


1 


2 


99 


53 


46 


















8 
67 


8 
55 


4 
32 


4 
23 










43 
1 

45 
4 

42 

19 


43 
1 

45 
4 

39 

19 


23 
1 

27 
3 

27 

13 


20 








12 


9 
















18 
1 

12 
6 








■82 
10 

127 
50 

148 
20 

790 


82 

10 
100 

31 
112 

15 

779 

121 
93 

214 
45 
17 
23 
87 
99 


41 
4 
37 
21 
58 
5 

538 


41 
6 
63 
10 
54 
10 

241 








West Virginia 














North Carolina 


3 


1 


2 


27 

19 

36 

• . 5 

11 


14 

11 

16 

3 

7 


13 












Florida . . 


2 
2,884 


2 

2,884 


1 
2,532 


1 
352 








2 


N orth Central division . 








4 












Ohio 


167 
148 
494 
233 
494 
515 
256 
171 
59 
66 
170 
111 

76 


167 
148 
494 
233 
494 
516 
256 
171 
59 
66 
170 
111 

74 


157 
137 
439 
208 
424 
449 
221 
153 
62 
57 
148 
87 

65 


10 
11 
55 
25 
70 
6C 
35 
18 
7 
9 
22 
24 

9 








132 
93 

214 
45 
17 
23 
87 
99 


81 
72 
167 
31 
10 
17 
52 
51 


40 
21 
47 
14 
7 
6 
35 
48 


11 


7 




Indiana 










Hlinois 














Michigan 














"Wisconsin 















Minnesota 














Iowa 














Missouri 














North Dakota 














South Dakota 








12 
23 
45 

896 


12 
23 

45 

799 


6 

14 
37 

365 


6 
9 
8 

434 








Nebraska 














Kansas 














South Central division 


2 


2 




97 


53 


44 




5 
8 
4 
3 
17 
29 
ID 


5 
8 
4 
3 
16 
29 
9 


5 
6 
4 
2 

14 
27 

7 










72 

363 

83 

79 

77 
139 
82 

1 

309 


72 
332 
75 
69 
49 
125 
76 
1 

309 


26 
180 
23 
20 
26 
55 
35 


46 
152 
52 
49 
23 
70 
41 
1 

121 










2 








31 
8 
10 
28 
14 
6 


16 
4 
6 

15 
8 
4 


15 










4 




1 
2 
2 
2 








4 




1 


1 




13 


Texas 


6 




1 


1 






Oklahoma 




Western division 


29 


29 


22 


7 








188 


















































































5 
1 


5 

1 


5 










79 

29 

2 

31 


79 
29 
2 
31 


62 
11 


17 

18 

2 

27 








New Mexico 


1 




























Utah 


5 


5 


3 


2 








4 




















































3 

4 

11 




3 

4 
11 


3 
3 

8 










28 

39 

101 


28 

39 

101 


17 

27 
67 


11 
12 
34 










1 
3 














California 







































i 


" " 1 

















112 



EDUCATION. 



Table 17.— SCHOOL ENEOLLMENT, CENSUS OF 1890: DENOMINATIONAL SCHOOLS, INCLUDING PAROCHIAL 

SCHOOLS— Continued. 

TEACHERS— Continued. 





PBESBYTERIAN. 


PEOTESTANT EPISCOPAL. 


.\LL OTHEBS. 


STATES AND TERRI- 
TORIES. 


Ag- 
gre- 
gate. 


White. 


Colored. 


Ag- 
gre- 
gate. 


■WJiite. 


Colored. 


Ag- 
gre- 
gate. 


White. 


Colored. 




Total 


MaJe. 


Fe- 
male. 


Total. 


Male. 


Ee- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe. 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


M.ile. 


Fe- 
male. 


The United States.. 


1,793 


1,655 


866 


789 


138 


60 


88 


1,614 


1,527 


690 


837 


87 


31 


56 _ 


2,644 


2,503 


1,591 


912 


41 


20 


21 




258 


258 


175 


83 








678 


678 


367 


321 




1 


863 


848 


426 


423 


16 


5 


10 














































14 
4 
12 
69 

17 


14 
4 
12 
09 
17 


6 

1 

4 

47 

9 


8 
3 

8 
22 
8 
























31 
14 
36 


31 
14 
36 


27 

6 

33 


4 
8 
3 










































Mossacliusetts 


1 


1 


1 






















Rhode Island 






































83 
319 

30 
165 

261 


83 
319 

30 
165 

181 


50 

148 

2 

91 

61 


33 

171 
28 
74 

120 















New York 


•84 
46 
127 

372 


84 
46 
127 

251 


•52 
29 
9S 

99 


32 
17 
34 

152 














150 

78 

519 

166 


150 
78 
504 

161 


79 
41 
238 

63 


71 
37 
266 

98 








New Jersey 































15 
5 


5 
3 


10 


South Atlantic division 


121 


42 


79 


80 


27 


53 


2 


















1 
50 

6 
101 

1 
68 
10 
18 

6 

359 


1 
4i 

4 
68 


13 

25 


1 

28 

4 

43 








13 
38 

9 
11 
17 
63 

6 


13 

38 
9 
11 
17 
67 
2 


4 
10 

2 

6 
14 
24 

2 


9 

38 
7 
6 
3 

43 








14 


13 


6 


7 


1 


1 




9 
2 

33 
1 

19 
7 
9 


1 

9 



10 

3 

4 


8 
2 
24 
1 
9 
4 
5 
















Virginia 


72 


64 


18 


36 


18 


■ 4 


14 














North Carolina 

South Carolina 


146 

123 

13 

4 

627 


101 
79 
4 


35 

38 

2 


66 

41 
2 


45 

44 

9 


18 
14 


27 

30 

6 


49 
3 
9 
6 

356 


17 

1 
4 

1 
157 


32 
2 
5 

199 


1 
4 


3 


1 
1 




4 1 lA •>. 


4 
1,107 


4 
1,107 


1 
869 


■ 3 
238 










627 

]22 
41 

141 
24 
10 
16 
35 

128 

5 

32 

21 

52 

316 


385 


242 




r 


3 


; 2 


1 




















Ohio 


122 
41 

141 
24 
10 
16 
35 

128 
5 
32 
21 
52 

333 


71 

29 

120 

10 

7 
9 
28 
56 
2 
16 
11 
26 

156 


51 

12 

21 

14 

3 

7 

7 

72 

3 

16 

10 




61 
22 
41 
9 
30 
53 
34 
32 


61 
22 
38 
9 
30 
53 
34 
32 


29 
6 
16 
2 
18 
33 
19 


32 
16 
22 
7 
12 
20 

15 




! 




190 

111 

184 

73 

54 

21 

169 

148 

1 

2 

45 

109 

175 


190 
111 
184 
73 
54 
21 
169 
148 
1 
2 

45 
109 

164 


143 
77 

161 
55 
50 
21 

133 

102 

1 

2 

39 

86 

86 


47 
34 
23 
18 
4 












1 




1 










Illinois 




1 


3 


2 


1 
























1 
















































36 
46 
















11 !?1 




































South Dakota 






32 
13 
32 

144 


32 
13 
32 

140 


8 
3 
12 

55 


24 
10 
20 

85 




























6 

24 

69 










26 




1 














South Central di\'ision. 


160 


17 


8 


9 


4 


, 


2 


21 


13 


9 


Kentucky ' 97 

Tennessee ... .1 1 99 


flf) 


XR ' 40 


8 
2 


2 

3 
2 


5 


21 

72 

21 

5 

6 

17 

2 


18 
72 
20 
5 
6 
17 
2 


5 
36 

10 

1 
1 

2 


13 
36 
10 
4 
5 
17 


3 


1 


2 


60 

55 

' 2 

4 

8 

36 

10 


60 
36 
2 
3 
8 
36 
10 


31 
19 

2 

1 

5 

21 

6 


29 
16 








121 7(1 : 51 


20 


12 


8 




20 
25 
12 
28 
20 
2 

203 


18 
25 
12 
24 
19, 
.2 

203 


i 2 16 
11 1 14 
4 S 


1 


1 






Mississippi 


......L._... 


2 
3 
15 
4 


1 




1 


















14 
8 
1 

51 


10 
11 

1 

l.W, 


4 

1 


i 

1 


4 


















j 


















1 


















172 


172 


60 


112 








233 


233 


149 


84 










7 5 






















12 


12 








3 
1 
24 


3 
1 
24 


1 
1 

8 


- 2 






















































17 

62 

8 

63 


17 

62 

8 

63 


8 
9 
3 
4 


9 
53 

5 
59 








16 








































































3 

80 


3 
80 


3 
62 










Utah 








21 
8 


21 
8 


1 


20 

8 








28 
























4 
16 


4 
16 

5 
16 


7 
3 
10 


4 
9 

2 

6 














13 

28 

52 

- 54 


13 
3 
28 
52 
54 


6 


7 
















36 

30 

. 49- 


36 

80 

.-49 


12 
15 
22 


24 
15 
27 








3 
18 






















in 








16 












32 20 
35 ! 19 




Alaska 






J 


















i 






I 











INSTITUTIONS. 



113 



Table 17 SCHOOL ENROLLMENT, CENSUS OF 1890: DENOMINATIONAL SCHOOLS, INCLUDING PAROCHIAL 

SCHOOLS— Continued. 

STUDENTS AND PUPILS. 



STATES AND TEEEITOKIES. 



The United States . 
North Atlantic division . 



Maine 

New Hampshire . 

Vermont 

Massacliusetts . . . 

Rhode Island 

Connecticut 

New Yorlc 

New Jersey 

Pennsylvania 



South Atlantic division. 



Delaware 

Maryland 

District of Columbia - 

Virginia 

West Virginia 

North Carolina 

South Carolina 

Georgia 

Plorida 



North Central division . 



Ohio 

Indiana 

Illinois 

Michigan 

Wisconsin 

Minnesota 

Iowa 

Missouri 

North Dakota . 
South Dakota.. 

Nebraska 

Xansas 



South Central division . 



Kentucky . . . 
Tennessee . . 

Alabama 

Mississippi - 
Louisiana. . . 

Texas 

Arkansas . . . 
Oklahoma .. 



Western division . 



Montana 

Wyoming 

Colorado 

New Mexico . 

Arizona 

Utah 

Nevada 

Idaho 

Washington . 

Oregon 

California 

Alaska 



ALL DENOMINATIONS. 



Aggregate. 



ai, 085, 744 



370, 871 



6,680 
9,021 
5,671 

47, 330 
8,790 

18,424 
139, 707 

39, 674 

95, 574 

82, 823 



2,220 
19,426 

6,080 
10, 297 

2, 880 
14, 550 
10, 504 
13,289 

3,577 

476, 759 



80, 055 
34, 347 
95, 210 
44, 388 
70, 321 
38, 827 
32, 749 
47, 072 
2,427 
3,866 
12, 241 
15,266 

99, 335 



22, 308 

20, 103 

8, 573 

6,641 

19, 266 

15, 900 

6,416 

128 

55, 956 



White. 
Total. Male. Female. 



1, 033, 424 



369, 703 



■6,674 
9,020 
5,671 

47, 303 
8,781 

18, 418 
139, 055 

39, 647 

94, !)34 

54,322 



2,220 
18, 162 
5,178 
6,637 
2,845 
8, 341 
2,956 
5, 647 
2,336 

475, 537 



79, 699 
.■i4, 307 
95, 023 
44,372 
70, 306 
38, 822 
32, 743 
46, 915 
2,357 
3,863 
12, 085 
15, 045 

79, 861 



21, 083 
15, 692 
4,722 
4,580 
15,015 
13, 982 
4,659 
128 

54,001 



1,021 

i31 

5,572 

5,493 

1,011 

10, 920 

456 

1,091 

3,628 

4,146 

20, 309 

23 



501,311 



177, 251 



2,910 
4 742 
2,698 
19, 468 
4,181 
9,741 
68, 384 
19, 657 
45, 470 

25, 212 



1,078 
8,852 
2,663 
2,710 
1,314 
3,968 
1,529 
2,257 
841 

237, 940 



39, 924 
17, 378 
48, 470 

21, 800 
35, 494 
19, 500 
15, 999 

22, 854 
1,174 
1,898 
5, 763 
7,686 

36, 690 



10, 192 
7,872 
1,888 
1,716 
6, 835 
5,958 
2, 164 
65 

24, 218 



379 

104 
2,411 
2,729 

352 

5,627 

97 

462 

1,750 

1,843 

8.451 

13 



532, 113 



192,452 



3,764 
4,278 
2,973 
27, 835 
4,600 
8,677 
71, 271 
19, 990 
49,064 

29, 110 



1,142 
9,310 
2,515 
3,927 
1,531 
4,373 
1.427 
3,390 
1,495 

237, 597 



39, 775 

16, 929 

46, 553 

22. .572 

34, 812 

19, 322 

16, 744 

24,061 

1,183 

1,965 

6,322 

7,359 

43, 171 



10, 891 
7,820 
2,834 
2,864 
8,180 
8,024 
2,495 
63 

29,783 



642 

227 

3,161 

2,764 

659 

5,293 

359 

629 

1,878 

2,303 

11, 858 

10 



Colored. 



Total. Male. Female. 



52, 320 



27 

9 

6 

52 

27 

1,040 

28,501 



1,264 
902 
3,660 
35 
6,209 
7,548 
7, 642 
1,241 

1, 222 



356 

40 

187 

16 

15 

5 

6 

157 

70 

3 

156 

211 

19,474 



1,225 
4,411 
3, 851 
2,061 
4,251 
1,918 
1,757 



1,965 



2 

1 

1,057 

6856 



25 
5 
6 
29 
20 
596 

13, 359 



615 

549 

1,608 

10 

2,827 

3,963 

3,195 

592 



192 

22 
103 

13 
7 
4 
5 

53 

42 
1 

89 
129 

8,780 



544 
2,132 
1, 703 

953 
1,942 

664 

842 



1, 542 



1 

1 

.050 

460 



27, 293 



482 



23 

7 
444 

15, 142 



649 

353 

2,052 

25 

3,382 

3,585 

4,447 

649 



164 

IS 

84 

3 

8 

1 

104 
28 
2 
67 

82 

10, 694 

681 
2, 279 
2, 148 
1,108 
2,309 
1,254 

915 



413 



10 



7 
395 



a Includes 1,042 Chinaiuen, all in California; 711 Indians ; 18 Japanese 



6 Native. 



ED- 



114 



EDUCATION. 



Table 17.— SCHOOL ENROLLMENT. CENSUS OF 1890: DENOMINATIONAL SCHOOLS, INCLUDING PAROCHIAL 

SCHOOLS— Continued. 

STUDENTS AND PUPILS— Continued. 





BAPTIST. 


CATHOLIC. 


STATKS AND TERRITORIES. 


Aggre- 
gate. 


White. 


Colored. 


Aggre- 
gate. 


White. 


Colored. 




Total. 


Male. 


re- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


The United States... 


29, 869 


24, 848 


13,484 


11, 364 


5,021 


2,252 


2,769 


701, 966 


695,248 


323,215 


372, 033 


6,718 


2,753 


3,965 


North Atlantic diviwion . . . 


6,206 


6,193 


3,880 


2,313 


13 

3 

1 


13 




313, 690 


313, 258 


144, 209 


169, 049 


332 


164 


168 


Maine 


1,060 
322 
477 
204 
285 
127 

1,S91 
380 

1,360 

8,691 


1,057 
331 
477 
197 
285 
126 

1,990 
380 

1,360 

6,148 


673 
177 
244 
194 
285 
70 
1,260 
240 
737 

3,226 


384 

144 

233 

3 


3 
1 




4,202 
7,653 
4,324 

43, 866 
7,940 

15, 291 
119, 053 

35, 320 

76, 941 

32, 395 


4,199 
7,653 
4,324 

43, 868 
7,937 

15, 291 
119, 005 

35, 305 

75, 678 

30,211 


1,322 
3,789 
1,972 
16,968- 
3,631 
7,280 
57, 145 
17, 075 
35,027 

13, 873 


2,877 

3,864 

2,352 

36. 898 

4,306 

_ 8,011 

61, 860 

18,230 

40, 651 

16, 338 


3 


1 


2 


New Hampshire 












7 


7 












3 


1 


2 




56 

730 
140 
623 

2,922 


1 
1 


1 
1 










48 

15 
263 

2,184 


28 1 20 


New Jersey 


8 ■ 7 








190 1 137 


South Atlantic division. . . . 


2,543 


1,035 


1,508 


923 1,261 


















1,805 

16, 210 

4, 552 

3,681 

3,140 

525 

794 

1,758 

1,930 

278,825 


1,805 

15, 486 
4,240 
2,297 
3, 140 

347 

674 

1,597 

1,625 

378, 361 

60, 726 
21, 249 
56, 583 
37, 656 
39, 533 

16, 357 
15, 806 
28,233 

345 

868 

4,426 

6,680 

43, 689 


839 
7,780 
1,899 
873 
930 
199 
260 
545 
548 

133,900 


966 

7,706 
2,341 
1, 434 
1,210 
148 
414 
1,052 
1,077 

144, 455 




. 


















724 
312 
384 


336 
112 
155 


388 


District of Columbia . . 


773 

1,338 

98 

3,433 

805 
2,880 

364 

5,640 


610 

1,185 

98 

1,736 

602 
1,671 

246 

5,530 


577 
49r 

,39 
914 
443 
685 

78 

3,941 


33 
694 

59 
822 
160 
986 
168 

2,689 


163 
153 


105 
65 


58 
88 


200 
229 






. North Carolina 

South Carolina 


697 

203 

1,209 

118 

10 


386 

100 

325 

54 

9 


311 
103 

884 
64 

1 


178 
13:J 
161 
305 

464 


86 ■ 93 
52 68 




124 181 


North Central division 


302 


262 


Ohio 


512 
372 
996 
676 
498 
171 
421 
1,344 


508 
369 
995 
676 
498 
171 
421 
1,344 


278 
177 
086 
414 
256 
62 
258 
611 


230 
192 
409 
262 
242 
109 
163 
733 


4 
3 

1 


4 
3 
1 




60, 818 
21, 261 
56, 688 

27, 658 
39, 539 
16, 261 
15,808 

28, 385 
345 
870 

4,427 
6,775 

47, 312 


29, 676 
10, 321 
27, 140 
13, 208 


31,050 
10,928 
29, 443 
14, 448 


93 

3 
105 
2 
7 
4 
2 
152 


47 
1 

.56 
1 
1 
3 
1 

50 


45 








49 




1 










C 










7 681 « •5711 


1 










7,023 

13, 533 

120 

375 

1, 984 

3,277 

19, 488 


8,783 
14, 700 
225 
493 
3,442 
3,403 

34, 101 


1 










102 














95 


95 


60 


35 








2 
1 

95 

3,723 


1 
41 

1,454 


2 














455 
8,967 


453 
6,513 


239 
3, 203 


214 
3,310 


2 
2, 454 


1 
1,194 


1 
1,260 


54 


South Central division 


2,269 




1,668 
:,606 
1,581 
1,272 

861 
1,399 

580 


1,500 
1,363 
717 
1,011 
476 
991 
465 


915 
706 
348 
329 
254 
501 
250 


585 
647 
469 
682 
222 
490 
215 


168 
253 
864 
261 
385 
408 
115 


89 
145 
381 
114 
224 
176 

65 


79 
108 
483 
147 
161 
333 

50 


15, 431 
3,167 
1,873 
2. 358 

14, 303 
7,976 
2,204 


14, 981 
3,917 
1,753 
2,090 

12, 665 
7,373 
1, 820 


7,042 

1,316 

846 

937 

6,639 

3,940 

788 


7,939 
1,601 
907 
1,163 
7,036 
4,433 
1,032 


450 
260 
120 
268 

1,648 
603 

, 384 


213 
100 
57 
110 
638 
193 
144 


238 




160 




63 




158 




1,010 


Texas . 


410 




240 






Western division 


465 


464 


234 


•JSO 


1 


1 




29, 844 


29, 829 


11, 739 


18, 090 


15 


10 


5 




-" 








1 










858 

325 

3.770 

2,039 

753 

817 

378 

202 

1,572 

2,066 

17, 064 


858 

325 

3,770 

2,033 

752 

817 

378 

202 

1, .570 

3,066 

' 17,059 


315 
103 

1, .551 
936 
253 
334 
95 
35 
583 
714 

6,831 


543 

322 

2,319 

1,106 

499 

483 

283 

167 

988 

1,362 

10,228 






























Colorado 






































7 
1 


7 
1 




Arizona 


















Utah 








































Idaho . . 
























155 
87 
233 


155 
86 
223 


79 
44 
1 1 


76 
42 
112 








2 


1 


1 




1 


1 








5 


1 


4 


Alaslta 






































INSTITUTIONS. 



115 



Table IT.— SCHOOL ENROLLMENT, CENSUS OF 1890: DENOMINATIONAIi SCHOOLS, INCLUDING PAROCHIAL 

SCHOOLS- Contimied. 

STUDENTS AND PUPILS— CoDtinued. 





CONGREGATIONAL. 


LUTHERAN. 


STATES AND TEKRITOEIES. 


Aggre- 
gate. 


White. 


Colored. 


Aggre- 
gate. 


White. 


Colored. 




Totid. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 
662 


Male. 


Fe- 
male. 


The United States- .. 


27, 453 


15, 171 


9,421 


5,750 


12, 282 


6,081 


6,201 


151, 651 


150, 989 


78, 310 


72, 679 


322 


340 


Nortli Atlantic division .. . 


3,103 

299 
394 

54 
786 

20 
1,550 


3,086 

299 
394 

54 
780 

14 
1,545 


2,910 


176 


17 


15 


2 


15, 086 


15, 086 


8,133 


6,953 


















299 

323 

46 

726 

7 

1,509 
























New Hampshire 


71 
8 

54 
7 

36 








40 


40 


24 


16 






















6 
6 

5 


6 
4 

5 


2 


93 

30 

653 

8, 620 

8112 

4,948 

3.208 


93 

30 

553 

8,620 

802 

4,948 

3,105 


40 
15 

277 
4,538 

451 
2,788 

1,432 


53 
15 
276 
4,082 
351 
2,160 

1,673 








Rhode Island 
















Now York 


















1 






















1 












Sonth Atlantic division 


5,529 


406 


180 


226 


1 

5,123 


2,280 


2,843 


103 


38 


65 


Delaware 






1 






































983 
53 
563 
130 
1, 0.58 
383 


983 
53 
563 
130 
955 
383 


381 
27 

282 
56 

491 

175 


602 
26 

281 
74 

464 

208 










365 


36 


33 


3 


329 


282 


47 








Virginia 








West Virginia 






















North Carolina 

South Carolina 


1,268 
649 

3, 062 
185 

6,044 


260 


91 


169 


1,008 

649 

3, 052 

85 

320 


390 

315 

1,249 

44 

186 


618 

334 

1,803 

41 

135 


103 


38 


65 


Georgia 


10 
100 

6,324 


6 
50 

3,574 


4 
50 

2,750 










38 
139, 106 


38 
129, 095 


20 
66, 830 


18 
62, 265 








North Central division 


11 


8 


3 


Ohio 


1,887 


1,811 


949 


862 


76 


37 


39 


8,637 

7,993 

25, 230 

11, 704 

20, 828 

20, 040 

9,101 

7,312 

1, 835 

1,729 

5,318 

3,379 

3,556 


8,636 

7,993 

25, 230 

11, 703 

26,824 

20, 040 

9,101 

7,307 

1,835 

1,729 

5,318 

3, 379 

3,008 


4,667 
4,096 
13, 193 
5,967 
13, 610 
10, 479 
4,689 
3,832 
993 
921 
2,719 
1,764 

1,553 


4,069 
3,897 

12, 037 
5,736 

13, 214 
9,561 
4,412 
3,475 
842 
808 
2,599 
1,615 

1,455 


1 


1 




Indiana 






565 
330 
S50 
390 
792 
449 
185 
287 
811 
398 

7,035 


553 
327 
547 
390 
790 
449 
115 
286 
660 
396 

1,268 


459 
161 
425 
178 
438 
261 
32 
122 
303 
246 

605 


94 

166 
132 
312 
352 
188 
83 
164 
357 
150 

663 


12 
3 
3 


7 
3 
3 


5 










1 

4 


1 
3 






1 


Minnesota 






2 


2 












5 


3 


2 


North Dakota 


70 

1 

151 

2 

5,767 

340 

1,345 

2,427 

868 

550 

220 

17 


42 
1 

88 
2 

2,549 


28 
63 

3, 318 




South Dakota 
























South (Central division 


548 


276 


272 




665 
2,210 
2,501 
868 
554 
220 
17 


325 

865 

74 


155 
415 
35 


170 
450 
39 


109 
557 
1,049 
463 
280 
86 
6 


331 
788 
1.378 
405 
270 
135 
11 


188 
214 
124 
123 
1,208 
1,265 
434 


188 
214 
124 
123 
746 
1,265 
348 


91 
114 
61 
60 
403 
650 
174 


97 
100 
63 
63 
343 
615 
174 








Tennessee 
















Mississippi 










i 




4 


462 


239 


223 


Texas 






Arkansas 








86 


37 


49 


Oklahoma 












5,142 


4,087 


2,152 


1,935 


1,055 


1,052 


3 


695 


695 


362 


333 












MnTifflTin. 






























































212 
1,032 


312 
1,027 


126 

570 


86 
457 








101 
24 


101 
24 


50 
17 


51 

7 










5 


5 




] 














Utah 


2,169 


2, 169 


1, 073 


1,096 








43 


43 


23 


20 








Nevada 














Idaho 
































268 

142 

1,319 


268 
142 
269 


134 
75 
174 


134 
67 
95 









120 

66 

341 


120 
66 
341 


69 

28 

175 


51 
38 
166 


1 






Oregon 
















flsl, 050 


1,047 


3 






Alaska 



































a Mostly Chinese. 



116 



EDUCATION. 



Table I'V.-SCHOOL ENROLLMENT, CENSUS OF 1890: DENOMINATIONAL SCHOOLS, INCLUDING PAROCHIAL 

SCHOOLS— Continued. 

STUDENTS AND PUPILS— Continued. 





METHODIST. 


PRESBYTERIAN. 


STATES AND TERRITORIES. 


A »f re- - 
gate. 


White. 


Colored. 


Aggre- 
gate. 


"White. 


Colored. 




Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Mule. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


The United States . . . 


58, 546 


49, 103 


24, 744 


24, 359 


9,443 


4,859 


4,584 


37, 965 


26, 358 


14, 265 


12,093 


11, 607 


5,595 


6,012 


North Atlantic division 


8,336 


8,316 


4,491 


3,825 

372 
116 
259 
570 
149 
21 
1,189 
322 
827 

3,797 


20 


17 


3 


3,770 


3,563 


2,368 


1,195 


307 


207 




■ 


861 
224 
539 

1,459 
289 
233 

2,312 
747 

1,672 

11, 311 


861 
224 
539 ' 

1,446 
289 
233 

2,311 
743 

1,670 

6,596 


489 
108 
280 
876 
140 
212 
1,133 
421 
843 

2,799 






















New Hampshire 












































13 


11 


2 


76 


76 


33 


43 












































1 

4 
2 

4,715 


1 
2 

2,534 


1 
2,181 


848 

829 

2,017 

12. 713 


848 

827 

1,812 

3,182 


616 

552 

1,167 

1,235 


232 
275 
645 

1,947 










2 
305 

9,531 


2 
205 

4,526 












South Atlantic dlTision ... 


5,005 




137 
738 


137 
525 


77 
144 


60 ' 
381 


























213 


127 


86 1 


247 


149 


78 


71 


98 


49 


49 








1,117 
202 
2, 430 
1,843 
4,191 
653 

15, 052 


1,117 
202 

1,849 
396 

2, 248 
132 

14, 858 


452 
90 
764 
256 
955 
61 

8,803 


605 
112 

1,085 
140 

1,393 
61 

6,055 








2,385 


681 


283 


398 


1,704 


749 


955 


"West Virginia 

I^orth Carolina 

South Caroliiui 










581 
1,447 
1,943 

531 

194 


237 
975 
933 

272 

107 


354 1 
472 
1,010 
259 

87 


4,127 

5,138 

679 

137 

9,000 


1,589 
763 


550 
324 


1,039 
439 


3,538 

4, 375 

679 

137 

110 


1, 193 

2, 145 

324 

66 

83 


1,345 

2.230 

355 










71 


North Central divisiuti 


8,890 


5-076 


3,814 


27 




2, 040 

1, 271 
3,554 

845 
536 
448 

2, 265 
1,936 


2,7S2 

1,365 

3,553 

841 

535 

448 

3,365 

1,936 


1,621 
911 

2,270 
461 
279 
266 

1,358 
922 


1,141 

354 
1,383 
380 
256 
183 
907 
1,014 


178 
6 
1 
4 

1 


98 
3 
1 
4 


80 
3 

1 


1,443 
524 

1,992 
288 
2,55 
139 
689 
' 2,018 
39 
331 
395 
887 

7,577 


1,443 
524 

1, 991 
388 
255 
139 
689 

2,018 

39 

331 

395 

778 

5,819 

1, 431 
2,835 
238 
358 
189 
398 
309 
68 

4,904 


808 

383 

1,603 

90 
143 

93 
364 
880 

17 
174 
176 
348 

3,184 


635 
141 
389 
198 
113 

47 

325 

1,138 

33 
157 
219 
430 

2,635 




















1 


1 












Michigan 
































































182 
291 
784 

18,431 


182 
288 
783 

13, 933 


91 
149 

475 

5,866 


91 
139 

308 

,8,067 
















3 
1 

. 4,488 


1 
2,185 


3 

2, 303 










109 
1,758 


82 
778 






27 


South Central (Uvialou 


980 




1,175 
6,838 
1,853 
1,550 
1,710 
3,087 
2,149 
60 

5,436 


1,175 

5,358 

1,526 

948 

560 

2,611 

1,605 

60 

5,400 


466 

3,467 

559 

333 

398 

1.073 

754 

27 

2,785 


709 

3, 891 

967 

736 

363 

1,538 

941 

33 

3,615 








1,521 
3,688 
267 
358 
245 
609 
831 
68 

4,905 


748 
1,732 


676 
1,103 
238 
185 
145 
125 
133 
30 

2, 503 


97 

853 

39 


53 

413 

29 


44 




1,480 
326 
602 

1,150 
476 
451 


804 
152 
230 
533 
210 
256 


076 
174 
372 
617 
266 
198 


440 








173 

44 

373 

176 

38 

2,402 






56 
211 
512 


28 
255 






28 




21! 




257 






"Western division 


26 


16 


10 


1 
1 


1 
1 




















130 


129 


50 


79 
























951 

763 

67 

1,033 


951 

736 

67 

1,033 


511 
353 


440 

383 

67 

485 








334 

1,674 

79 

2,016 


234 

1,674 

79 

2,016 


110 

863 

40 

988 


134 

811 

39 

1,038 










26 


16 


10 






















548 












































193 
306 
131 
153 


193 
306 
121 
152 


94 

120 

57 

80 


99 

186 

64 

72 











703 

548 

1,362 


703 

548 

1,362 


386 
333 
654 


317 
315 
708 




































































1 

















INSTITUTIONS. 



117 



Table I'T.— SCHOOL ENROLLMENT, CENSUS OF 1890: DENOMINATIONAL SCHOOLS, INCLUDING PAROCHIAL 

SCHOOLS— Continued. 

STUDENTS AND PTTPILS— Continued. 





PROTESTANT EPISCOPAL. 


ALL OTHERS, (a) 


STATES AND TERRITORIES. 


Aggre- 
gate. 


White. 


Colored. 


Aggre- 
gate. 


White. 


Colored. 




Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


re- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


The TJnited States . . . 


21, 650 


17, 219 


8, 336 


8,883 


4,431 


2,085 


2,346 


56, 644 


54, 488 


29, 536 


24, 952 


2, 156 


1,080 


1,076 


North Atlantic division 


7,513 


7,506 


4,201 


3,305 


7 


4 


3 


13, 267 

258 
63 
201 
580 
226 


12,695 


7,059 


5,636 


572 


266 


306- 


■ 














258 
53 
201 
579 
226 


127 
23 
114 
375 
103 


131 
30 
87 
204 
123 








New Hampshire 


335 
76 
266 


335 
76 
266 


298 
42 
256 


37 
34 
10 


































1 


1 
















670 
3,736 

424 
2,006 

8,302 


670 
3,734 

422 
2,003 

2,199 


393 
1,886 

141 
1,185 

870 


277 

1,848 

281 

818 

1,329 


1 














2 
2 

3 
4,103 


2 
2 

1,929 


2 

1 

2,174 


3,147 

1,172 
7,630 

2,674 


3,147 
1,168 
7,063 

2,475 


1,817 

777 

3,723 

1,597 


1,330 

391 

3,340 

878 










4 
567 

199 


4 
261 

94 






306 


South Atlantic division 


105 




8 

8oe 

179 

1,963 

35 

1,751 

712 

719 

135 

3,419 


8 

571 

81 

544 


4 

238 

25 

177 


4 

333 

56 

367 








270 
448 
1.58 
250 
275 
958 
180 


270 
448 
158 
250 
275 
869 
70 


158 
231 
102 
152 
199 
660 
40 


112 
217 
56 
98 
76 
209 
30 










229 

98 

1,419 

35 

1,015 

644 

598 

65 

66 


103 

50 

639 

10 

460 

329 

306 

32 

36 


126 

48 

780 

25 

555 

315 

292 

33 

30 








District of Columbia. . . 














West Virginia 

North. Carolina 








736 
68 

121 
70 

3,353 


299 
32 
66 
29 

1,423 


437 
36 
55 
41 

1,930 


89 
110 


47 

47 


42 
63 








135 
29, 173 


l.W 
29, 126 


55 
15, 387 


80 
13, 739 








North Central division 


47 


30 


17 




520 
162 
432 
90 
329 
485 
324 
262 


520 
162 
367 
90 
329 
484 
324 
262 


190 
53 
100 
50 
244 
312 
173 
103 


330 
109 
267 
40 
85 
172 
151 
159 








3,298 
2,774 
5,753 
2,797 
1,786 

893 

3,349 

5,366 

23 

61 

883 
2,190 

4,142 


3,293 

2,745 

5,751 

2,791 

1,786 

893 

3, 347 

5,366 

23 

61 

882 

2,188 

3,661 


1,835 

1,437 

3,120 

1,449 

970 

430 

1,696 

2,712 

12 

34 

432 

1,260 

1,936 


1,458 

1,308 

2,631 

1,342 

816 

463 

1,651 

2,654 

11 

27 

450 

928 

1,725 


5 

29 

2 

6 


5 
15 
2 
4 












14 




65 


35 


30 






2 














1 


1 












2 


2 




, 


















i 








311 
116 
388 

2,325 


311 
116 

388 

2,070 


121 


190 
116 
311 

1,215 






















1 
2 

481 


2 
228 


1 


Kansas 

South Central division 


77 
855 










255 


116 


139 


253 




416 
1,233 

322 
50 
92 

190 
22 


246 
1,233 

237 
50 
92 

190 
22 


90 

622 

86 

5 
22 

8 
22 


156 
611 
151 
45 
70 
182 


-170 


81 


89 


1,244 

1,147 

53 

62 

293 

1,154 

189 


1,244 
917 
53 


685 

500 

53 


559 

417 










230 


113 


117 




85 


35 


50 








62 


36 


26 










293 
1.154 


185 
513 


108 
641 


























189 


... 79 


110 




















"Western division 


2,091 


2,091 


987 


1,104 








7,388 


6,531 


3,557 


2,974 


857 


462 


395 




34 

6 

304 


34 

6 

304 


14 

1 

63 


20 

f) 
241 












































Colorado 




























































113 
4,283 


113 
4,283 


59 

2,411 


54 

1,872 










559 
78 


559 

78 


250 

2 


309 
76 




































696 
86 
742 
590 
878 


696 

86 

742 

588 

23 


333 
46 
381 
314 
13 


363 
40 
361 
274 
10 










420 
375 
315 


420 
375 
315 


334 
211 
112 


86 
164 
203 


























■" 










2 
6855 


2 
460 












395 





















a Columns "All others" analyzed on paf^ea 41-43. 



b Native. 



ii8 



EDUCATION. 



Table 18.- ENROLLMENT IN PAROCHIAL SCHOOLS, CENSUS OF 1890, AS DERIVED PROM THE RERORTS OP SCHOOLS, 

BY DENOMINATIONS AND STATES AND TERRITORIES. 



TEACHERS. 





TEACHERS IN ALL PAROCHIAL SCHOOLS. 


CATHOLIC. 


GERMAN EVANGELI- 
CAL. 


STATES AND TERRITORIES. 


Aggre- 
gate. 


"White. 


Colored. 


Aggre- 
gate. 


White. 


Colored. 


White. 




Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


The United States 


16, 150 


16,025 


4,442 


11, 583 


125 


32 


93 


12, 303 


12, 261 


1,354 


10, 907 


42 


1 


41 


386 


347 


39 


North Atlantic diviaion 


5,046 


5,645 

87 

131 

89 

694 

119 

306 

2,180 

622 

1,417 

083 

36 
319 

84 
82 
39 
36 
24 
25 
38 

8,135 


762 


4,883 








5,176 


5,176 


496 


4,680 








33 


25 


8 
















• 


87 

131 

89 

694 

119 

306 

2,180 

622 

1,417 

776 


10 

12 

1 

39 

4 

14 

420 

59 

203 

127 


77 

119 

88 

655 

115 

292 

1,760 

663 

1,214 

556 








87 
130 
89 
691 
118 
292 
1,934 
577 
1,258 

608 


87 
130 
89 
691 
118 
292 
1,934 
577 
1,258 

589 


10 

11 

1 

36 

4 

6 

278 

40 

110 

85 


77 

119 

88 

655 

114 

286 

1,656 

537 

1,148 

504 






























































































































19 


13 



































14 


12 


2 


South Atlantic, division 


93 


26 


67 


19 


1 


18 












36 
334 
86 
105 
40 
51 • 
30 
39 
46 

8,131 


3 

74 
4 


33 
245 

80 






36 
290 
79 
69 
35 
14 
21 
24 
40 

5,083 


36 
284 
79 
69 
35 
13 
19 
20 
34 

5,080 


3 
56 

3 
13 

4 

1 

5 
617 


33 
228 
76 
56 
31 
12 
19 
15 
34 

4,463 
















15 

2 

23 

1 
18 
12 
14 

8' 

6 


1 

4 

8 
6 
6 
1 

2 


14 

2 
19 

1 
10 
6 
8 
7 

4 


6 




6 








District of Columbia 






































8 
3 
6 
2 

3,285 


28 
21 
19 
36 

4,840 


1 
2 
4 
6 

3 


1 


1 

2 
3 
6 

3 
































Nortb Central divisiou 


340 


312 


28 




1,151 
578 

1,614 
765 

1,220 
736 
619 
770 
64 
81 
280 
253 

1,143 


1,151 
578 

1,610 
765 

1,220 
736 
619 
770 
64 
81 
280 
251 

1,117 


284 
213 
649 
266 
509 
424 
2.52 
296 
51 
56 
173 
112 

208 


867 
365 
961 
499 
711 
312 
367 
474 
13 
25 
107 
139 

909 








996 

409 

1,037 

504 

699 

278 

357 

536 

7 

19 

101 

140 

1,029 


996 

409 

1,036 

504 

699 

278 

357 

530 

7 

19 

101 

138 

1,009 


142 
61 

135 
37 
67 
28 
24 
85 

16 

20 

122 


854 

348 

901 

467 

632 

250 

333 

451 

7 

17 

85 

118 

887 








10 
18 
111 
13 
29 
16 
28 
88 
1 


13 

17 
108 
10 
27 
16 
27 
74 
1 


3 

















1 


Illinois 


4 


2 


2 


1 




1 


3 




3 
















2 
































1 












1 




14 
















































11 
9 

13 


10 
9 

10 


1 


Kansas 


2 
26 


4 


2 
22 


20 




2 
20 




South Central division 


3 




269 

72 
81 
85 
354 
203 
79 

455' 


265 
72 
78 
84 
343 
200 
75 

455 


42 
13 
24 
15 
57 
42 
15 

60 


223 
59 
54 
69 
286 
158 
60 

395 


4 


1 


3 


258 
66 
63 
79 
328 
168 
67 

407 


257 
06 
61 
78 
318 
165 
64 

407 


37 
8 
12 
13 
36 
10 
6 

34 


220 
58 
49 
65 
282 
155 
58 

373 


1 




1 


1 




1 








3 
1 
11 
3 

4 


1 
1 

1 


2 
1 
10 
3 
3 


2 
1 
10 
3 
3 




2 
1 
10 
3 
3 






















6 
6 


5 
5 






1 


Texas 


1 














Western division 






10 
5 
57 
13 
11 
19 
5 


10 
5 
57 
13 
11 
19 
5 


1 

8 
2 
1 

1 


9 
5 
49 
11 
10 
18 
5 








7 
5 
52 
13 
11 
12 
5 


7 
5 
52 
13 
11 
12 
5 


3 
2 
1 


7 
5 
49 
11 
10 
12 
5 




























































































































































35 

27 

273 


35 

27 

273 


6 

6 

35 


29 
21 
238 


1 






19 
1 21 

j 262 

i 


19 
21 
262 


1 

27 


19 
20 
235 














Washington 






































\ 








I" II 









INSTITUTIONS. 



119 



Table 18.— ENROLLMENT IN PAROCHIAL SCHOOLS, CENSUS OF 1890— Continued. 

TEACHERS— Continued. 





EVANQELICAI. LUTHERAN. 


PROTESTANT EPISCOPAL. 


ALL OTHERS. 


STATES AND TERRI- 
TORIES. 


Ag- 
gre- 
gate. 


White. 


Colored. 


Ag- 
gre- 
gate. 


"White. 


Colored. 


Ag- 
gre- 
gate, 


"White. 1 


Colored. 




Total. 


Male. 


Ee. 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Tlie United States. 


2,991 


2,986 


2,553 


433 


5 


3 


2 


275 


206 


46 
9 


160 


69 


22 


47 


195 


186 


142 


44 


9 





3 


North Atlanticdivisiou 


288 


288 


191 


97 








78 


78 


69 






70 


70 


41 


29 


























. . . 












































New Hampshire . . . 


1 


1 


1 










































































Massachusetts 

Rhode Island 

Connecticut 


2 
1 
12 
170 
17 
85 

35 


2 

1 

12 

170 

17 

85 

32 


2 

8 

111 

13 

56 

25 
























1 


1 


1 










1 
4 

59 
4 

29 

7 




































2 
47 

9 
20 

120 


2 
47 

9 
20 

58 


9 

14 


2 
38 

9 
20 

44 


































10 
19 
40 

13 


10 
19 
40 

4 


9 
6 
25 

3 


1 
13 
15 

1 








New Jersey 

Pennsylvania 

South Atlantic division 






































3 


1 


2 


62 


18 


44 


9 


6 


3 
















/ 
































18 

1 
5 
4 
5 


18 
1 
5 
4 
2 


14 

1 
5 
3 

1 


4 








26 
6 

31 
1 

33 
9 

12 
2 

28 


17 

. 4 

8 


4 

2 


13 
4 
6 


9 
2 

23 
1 

14 
6 
7 


1 

4 

7 
3 
3 


8 
2 
19 
1 
7 
3 
4 
















Dist. of Columbia. . 












































"West Yirginia 

North Carolina 


1 
1 






















3 


1 


2 


19 
3 

5 
2 

25 


5 
1 
1 
1 

7 


14 
2 
4 

1 

18 


2 
6 
3 
2 

106 


2 
2 


1 
2 


1 








4 
3 

2 


3 

2 

1 


1 


















1 


"Plnrida 


2 
2,574 


2 
2,574 


1 
2,256 


1 
318 














1 










3 


2 


1 


106 


93 


13 


















Ohio 


139 

139 

446 

226 

468 

434 

222 

143 

56 

58 

■155 

88 

69 


139 
139 

446 

226 

468 

434 

222 

143 

56 

58 

155 

88 

67 


129 
128 
395 
201 
399 
374 
190 
134 
50 
51 
135 
70 

61 


10 

11 

51 

25 

69 

SO 

32 

9 

6 

7 

20 

18 

6 












































5 
8 


5 
5 


1 
1 


4 
4 








7 
12 
22 
16 

5 
10 

3 


7 
12 
22 
16 

5 
10 

3 


6 
10 
18 
14 

5 
10 

3 


1 

2 
4 
2 
















3 


2 


1 






























8 
3 
2 


8 
3 
2 


2 

1 
1 


6 
2 

1 












































































































South Dalcotfl 








2 


2 


1 


1 








2 

13 
16 

4 


2 
13 
16 

4 


2 
12 
13 

3 
























1 
3 

1 




































South Central division. 


2 


2 




28 


24 


12 


12 


4 


2 


2 
















5 
3 
4 
1 
17 
29 
10 

25 


■5 
3 
4 
1 
16 
29 
9 

25 


5 
3 

4 
1 
14 
27 
7 

20 






1 




5 

2 
14 
5 


2 
2 
13 
5 


1 
8 

1 


2 
1 
5 
4 


3 


1 


2 


























1 


1 


1 




















1 


1 












Mississippi 


2 
2 
2 

5 


1 


1 


























3 


3 


2 


1 








Texas 


























1 


1 




2 
21 


2 
21 


2 
4 


























17 








2 


2 


2 
















































3 


3 


1 


2 




























































5 


5 


5 
























































































































"Utah 


2 


2 


1 


1 








5 


5 




5 


















































Idaho 




















1 
























3 
4 
11 


3 
4 
11 


3 
3 

8 










13 


13 


3 10 
























1 
3 














2 


2 


2 






















1 




























1 























120 



EDUCATION. 



Table 18.— ENROLLMENT IN PAROCHIAL SCHOOLS, CENSUS OP 1890— Continued. 

pupils' 





ALL DENOMINATIONS. 


CATHOLIC. 


STATES AND TERRITORIES. 


Aggre- 
gate. 


White. 


Colored, 


Aggre- 
gate. 


White. 


Colored. 




Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


re- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


The United States... 


799, 602 


788, 609 


379, 327 


409,282 


10, 993 


4,903 


6,090 


626, 496 


620, 174 


293,991 


326, 183 


6,322 


2,683 


3,639 


North Atlantic division . . . 


311, 684 


311, 348 


144, 862 


166, 486 


336 


165 


171 


291, 866 


291, 535 


134, 701 


156, 834 


331 


163 


168 




4,015 

7,272 
3,759 

42, 572 
7,200 

15, 419 
119, 242 

34, 577 

77,628 

30, 869 


4,012 

7,272 
3,759 

42, 572 
7,197 

15, 419 
119, 193 

34, 560 

77,364 

25, 014 


1,262 
3,679 
1,902 
16, 249 
3,344 
7,638 
57, 207 
17, 162 
36, 519 

11, 987 


2,750 
3,. 593 
1,857 
26, 323 
3,853 
7,881 
61,986 
17,398 
40,845 

13,027 


3 


1 


2 


4,015 
7,232 
3,759 

42, 403 
7,170 

14,808 
108, 152 

32,926 

71,401 

24, 861 


4,012 
7,232 
3,759 

42, 403 
7,167 

14, 808 
108, 105 

32, 911 

71, 138 

22,783 


1,262 
3,656 
1,902 
16, 176 
3,329 
7,235 
51,413 
16, 277 
33, 452 

10,884 


2,750 

3, 577 

1,857 

26, 227 

3,838 

7, 573 

56, 692 

16, 634 

37, 686 

11,899 


3 


1 


2 


I^ew Hampshire 
































3 


1 


2 


3 


1 


2 








49 
17 
264 

5,855 


27 

10 

126 

2,688 


22 

7 

138 

3,167 


47 

15 

263 

2,068 


27 

8 

126 

904 


20 




7 




137 


South Atlantic division .. . 


1,164 




1,711 

14, 823 
3,283 
3, 297 
1,750 
1, 808 
1,405 
1,237 
1,556 

398, 585 


1,711 

13, 926 

2, 872, 

1,829 

1,715 

642 

628 

590 

1,101 

398, 047 


839 
6,863 
1,104 
959 
879 
373 
332 
275 
363 

197, 258 


872 
7,063 
1,768 
870 
836 
269 
296 
315 
738 

200, 789 








1,711 

13, 484 

3,050 

2,052 

1,585 

308 

610 

683 

1,368 

256,770 


1,711 

12,816 

2,738 

1,668 

1,585 

130 

490 

582 

1,063 

256, 308 


839 
6,330 
1,052 
873 
823 
94 
260 
270 
343 

125, 549 


872 

6,486 

1,686 

795 

762 

36 

230 

312 

720 

130, 759 










897 
410 

1,468 
35 

1,166 
777 
647 
455 

538 


433 
162 
676 
10 
503 
372 
336 
196 

244 


464 
248 
792 
25 
663 
405 
311 
259 

294 


668 
312 
384 


330 
112 

155 


338 


' District of Columbia... 


200 
229 






Korth Carolina 

South Carolina 


178 
120 
101 
305 

.462 


80 
52 
45 
124 

202 


92 
68 
56 




181 


North Central division 


260 


Ohio 


65, 698 

27, 228 
82, 251 
40, 276 

66, 065 

34, 400 
23,728 

35, 670 
1,993 
2, 316 
9,500 
9,454 

41,115 


65, 606 
27,226 

82, 082 
40, 273 

66, 054 
34, 306 
23, 72B 
35,513 

1, 993 
2,316 
9,504 
9,358 

36, 853 


32,480 
13, 686 
41,001 
19, 661 
32, 941 

16, 933 
11,523 

17, 674 
1,015 
1,185 
4,582 
4, 577 

17, 954 


33, 126 

13, 540 

41, 081 

20, 612 

33, 113 

17, 463 

12, 203 

17, 839 

978 

1, 131 

4,922 

4,781 

18,899 


92 

2 

169 

3 

11 

4 

2 

157 


47 
1 

90 
2 
4 
3 
1 

53 


45 
1 

79 
1 

7 

1 

1 

104 


56, 966 

18, 326 

52, 821 

26, 799 

37, 854 

15, 090 

13, 720 

24, 692 

245 

641 

3,777 

6,839 

36, 638 


56, 874 

18, 324 

52,716 

26, 797 

37,847 

15, 086 

13,718 

24, 540 

245 

641 

3,776 

6,744 

33, 179 


28, 018 

9,258 

26, 006 

12, 835 

18, 757 

7,336 

6,472 

12,044 

100 

288 

1,715 

2,720 

16,072 


28, 836 

9,066 

26, 710 

13, 962 

19, 090 

7,750 

7,246 

12,496 

145 

353 

2, 061 

3,024 

17, 107 


92 

2 

105 

2 

7 
4 

152 


47 
1 

66 
1 
1 
3 
1 

50 


45 




1 


Illinois 


49 




1 




6 




1 




1 




102 


North T)n.kof.a 




Rnntli Dakota 
















2 
96 

4,262 


1 
42 

1,806 


1 
54 

2,456 


1 
95 

3,459 


1 
41 

1,414 






54 


South Central division 


2,045 




13, 370 
2,476 
2,051 
2,197 

12, 156 
6, 545 
2,320 

17, 349 


12, 75C 
2 226 
1,846 
1,929 

10, 310 
5,942 
1,850 

17, 347 


6,440 

1,107 

833 

852 

4,969 

2,804 

949 

7,266 


6,310 
1,119 
1,013 
1,077 
5,341 
3,138 
901 

10,081 


620 
250 
205 
268 
1,846 
603 
470 

2 


293 
100 
92 
110 
837 
193 
181 




327 
150 
113 
158 
1,009 
410 
289 

2 


12, 889 
2,357 
1,648 
i 2, 099 
10, 662 
5,119 
1,864 

16, 371 

350 
191 
2,710 
601 
518 
383 
325 


12, 439 
2,107 
1,528 
1,831 
9,278 
4,516 
1,480 

16, 369 


6,279 

1,047 

703 

824 

4,390 

2,076 

753 

6,785 


6, 160 
1,060 

825 
1,007 
4,888 
2,440 

727 

9,584 


450 
250 
120 
268 
1,384 
603 
384 

2 


212 
100 
57 
110 
598 
193 
144 


238 




150 




63 


Mississippi 


158 
786 


Texas 


410 




240 




2 








384 
191 
2,811 
601 
513 
526 
325 


384 
191 
2,811 
601 
518 
526 
325 


186 
73 
1,353 
294 
233 
240 
95 


198 
118 
1.458 
307 
285 
286 
230 


1 






360 
191 
2,710 
601 
518 
383 
326 


172 

73 

1,303 

294 

233 

160 

95 


178 
118 
1,407 
307 
285 
223 
230 










! 














1 








































Utali 












































914 

727 

10, 352 


914 

727 
10, 350 


361 

291 

4,140 


553 

436 

6,210 








672 

610 

10, Oil 


672 

610 

10,009 


256 

234 

3,965 


416 

376 

6,044 
























2 




2 


2 




2 







INSTITUTIONS. 



121 



Table 18.— ENROLLMENT IN PAROCHIAL SCHOOLS, CENSUS OF 1890— Continued. 

PUPILS— Continued. 









GERMAN EVANGELICAL. 










EVANGELICAL LUTHERAN. 






STATES AND TERRITORIES. 


Aggre- 
gate. 


White. 


Colored. 


1 
■ 1 

Aggre- 
gate, 


White. 


Colored. 




Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


The United States . . . 


15, 639 


15, 638 


7,946 


7,692 


1 




1 


142, 963 


142, 302 


72, 094 


70, 208 


661 


321 


340 




1,616 


1,616 


781 


835 








14, 043 


14, 043 


7,249 


6,794 




































































40 


40 


24 


16 














































93 
30 
553 
8,412 
776 
4,139 

1,271 


93 

30 

553 

8,412 

776 

4,139 

1,168 


40 

15 

277 

4,356 

438 

2,099 

611 


53 

15 

276 

4,056 

338 

2,040 

557 






















































955 


955 


452 


503 






























661 


661 


329 


332 




















. .._ . 


103 


38 


65 
































































760 
53 
107 
130 
183 


760 
53 
107 
130 
80 


381 
27 
86 
56 
41 


379 
26 

21 
74 
39 






























Viro'inia 




























































103 


38 


65 


































































38 
123, 663 


38 
123, 653 


20 
62, 460 


18 
81, 193 








North Central diviaion 


13, 605 


13, 604 


6, 927 


6,677 


1 




1 


10 


7 


3 


Ohio 


617 
784 

4,245 
636 

1,133 
738 
903 

4,106 
23 


617 
784 

4,245 
636 

1,133 
738 
903 

4,106 
23 


316 
389 

2, 156 
320 
586 
357 
467 

2,124 
12 


301 
395 

2,089 
316 
547 
381 
436 

1, 983 
11 








8,115 

7,763 

24, 433 

11, 659 

26, 359 

18, 409 

8,701 

6,786 

1,725 

1,594 

5,132 

2,987 

3,346 

188 

79 

124 

48 

1,208 

1,265 

434 

640 


8,115 

7,763 

24,433 

11,658 

26, 355 

18, 409 

8,701 

6,781 

1,725 

1,594 

5,132 

2,987 

2,798 


4,146 
3,866 

12,481 
5,934 

13, 203 
9,161 
4,359 
3,458 
903 
843 
2,587 
1,519 

1,444 


3,969 
3,897 

11,952 
5,724 

13, 152 
9,248 
4,342 
3,323 
822 
751 
2,545 
1,468 

1,354 












































1 

4" 


1 
3 












1 


































5 


3 


2 




























261 
1,59 

41S 


260 
1.59 

418 


126 

74 

238 


134 
85 

180 


1 




1 
























548 


276 


272 














38 


38 


16 


22 








188 
79 

124 
48 

746 
1,265 

348 

640 


91 
42 
61 
23 
403 
650 
174 

330 


97 

37 

63 

25 

343 

615 

174 

310 




































































219 
161 


219 
161 


144 
78 


75 
83 








462 


239 


223 




















86 


37 


49 




















































































































101 


101 


50 


51 












































































12 


12 


8 


4 












































































120 

66 

341 


120 

66 

341 


69 
28 
175 


51 
38 
166 











































































122 



EDUCATION. 



Tablk 18.— enrollment IN PAROCHIAL SCHOOLS, CENSUS OF 1890— Continued. 

PUPILS— Continued. 





PROTESTANT EPISCOPAL. 


ALL OTHERS. (O) 


STATES AND TEEEITORIES. 


Aggre- 
gate. 


White.- 


Colored. 


Aggre- 
gate. 


White. 


Colored. 




Total- 


Male. 


Te- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 

2,856 


Total. 


Male. 


Fe- 
male. 


The United States . . . 


8,385 


4,635 


2,292 


2,343 


3,750 


1,779 


1.971 


6,119 


5,860 


3,004 


259 


120 


139 


Korth Atlantic division 


2,555 


2,550 


1,317 


1,233 


5 


2 


3 


1,604 


1,604 


814 


790 








1 






• 










































































































76 


76 


33 


43 
i 


j 






















1 








58 

1,446 

259 

792 

4,369 


58 

1,444 

257 

791 

943 


26 
843 
120 
328 

402 


32 
601 
137 
463 

541 

























2 
2 

1 

3,426 


2 
1,627 


2 

1 

1,799 


277 
616 
635 

378 


277 
616 
635 

120 


143 
327 
311 

90 


134 

289 
324 

30 
























South Atlantic division 


258 


11^ 


139 


































579 

179 

1,138 

35 

1,267 

615 

491 

65 

554 


350 
81 
54 


152 
25 


198 
56 
54 


229 

98 

1,084 

35 

885 

547 

483 

65 

64 


103 
50 
521 
10 
379 
273 
259 
32 

34 


126 

48 
563 

25 
506 
274 
224 

33 

30 
















' District of Columbia. . . 
















































North Carolina 

South Carolina 


382 

68 

8. 


188 

32 

5 


194 
36 
3 


50 
180 
63 
85 

3,993 


50 
70 


50 
40 










30 


110 
63 
85 

1 


47 
32 
40 

1 


63 
31 


Florida 








45 


North Central division 


490 


295 


195 


3,992 


2, 027 


1,965 




































99 
212 


99 
148 


53 
76 


46 

72 








256 
540 
1,182 
589 
155 
319 
88 


256 
540 
1.182 
589 
155 
319 
86 


120 
282 
572 
310 

73 
170 

48 


136 

258 
610 
279 

82 
149 

38 










64 


34 


30 


















130 

8 
85 


130 

8 
85 


85 
6 

55 


45 
2 

30 














Minnesota 




































1 




















1 




20 


20 


20 










61 
336 
469 

93 


61 
336 
468 

93 


34 
154 
264 

44 


27 
182 
204 

49 




1 
































1 


l' 


South Central division 


620 


365 


156 


209 


255 


116 


139 










255 
14 

279 
50 


85 
14 
194 
50 


54 
6 

69 
5 


31 

8 

125 

45 


170 


81 


89 
















26 


26 


■ 12 


14 








85 


35 


50 




1 1 














1 1 ■ 










67 


67 


32 


35 




I 1 


Texas 


















1 1 




22 

287 


22 

287 


22 
122 


























165 








51 


51 


29 


22 


















1 




34 


34 


14 


20 


















1 1 














































































1 














1 
















1 






131 


131 


72 


59 


















1 






















1 




































122 


122 


36 


86 




1 


























51 


51 


29 


22 


























i 






























1 





a Columns "All others" analyzed on pages 41-43. 

b The schools that might be called Mormon parochial are included among private denominational schools. 



INSTITUTIONS. 



123 



Table Id.— ENEOLLMENT IN PUBLIC SCHOOLS, AS SUPERIOR, SECONDARY, AND ELEMENTARY, CENSUS OF 1890, AS 
DERIVED FROM THE REPORTS OF SCHOOLS, BY STATES AND TERRITORIES. 

[This grouping lias only tlie value of a careful estimate, owin'g to scant record in some states.] 





SUPERIOR, SECONDARY, AND ELEMENTARY. 


SUPERIOR. 


SECOND- 
ARY. 


ELEMEN- 
TARY. 


STATES AND TERRI- 
TORIES. 


Grand 
aggre- 
gate. 


■WTiite. (a) 


Colored. 


Aggre- 
gate. 


White, (a) 


Colored. 


Aggre- 
gate. 






Grand 
total. 


Male. 


Fe- 
male. 


Grand 
total. 


Male. 


Fe- 
male. 


Total. 


Male. 
23,761 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Aggre- 
gat(-. 


The United States - 


12,769,864 


11, 418, 616 


5,829,616 


5, 589, 000 


1,351,248 


653, 328 
14, 153 


697, 920 


46, 533 


44, 969 


21, 208 


1,664 


760 


804 


311, 095 


12, 412, 236 


North Atlantic divi- 


3,124,417 


3, 095, OSO 


1, 556, 620 


1,538,430 


29, 367 


15, 214 


15, 979 


15,969 


5,654 


10, 315 


10 


7 


3 


94, 967 


3,013,471 




140. 650 

59, 947 

66, 720 

373, 087 

52, 974 

127, 303 

1, 049, 970 

234, 964 

1,018,802 

1, 758 285 


140, 540 

59, 916 

66, 612 

370, 493 

52, 748 

125, 747 

1. 043, 188 

222, 526 

1,013,280 

1,174,301 


69, 068 
30, 899 
34, 303 
187, 754 
26, 388 
62, 457 
522,243 
108, 530 
514, 978 

610, 720 

13,228 
76, 633 
11,458 

115, 765 
98, 915 

108, 906 
47, 152 

109, 934 
28, 729 

2,552,966 


71, 472 
29. 017 
32, 309 
182, 739 
26, 360 
63, 290 
520, 945 
113, 996 
498, 302 

563, 581 


110 

31 

108 

2,594 

226 

1,556 

6,782 

12, 438 

5,522 

583,984 


58 

18 

47 

1,257 

101 

738 

3,406 

5,945 

2,583 

278, 465 


52 

13 

61 

1,337 

125 

818 

3,376 

6,493 

2,939 

305, 519 


837 
134 

1,112 

1,436 
200 
420 

6,141 
266 

5,433 

5, 0.55 


837 
134 

1,112 

1,435 
199 
420 

6,133 
266 

5,433 

4,460 


319 

34 

673 

274 

6 

45 

1,687 

19 

2,597 

3,434 


518 
100 
439 

1,161 
193 
375 

4,446 
247 

2,836 

1,026 






16, 299 
7,084 
2,432 

25,476 
1, 728 
4,063 

20, 747 
5,249 

12, 889 

32, 674 


124 614 


New Hampshire. 








52,729 
63, 176 








Massachusetts... 

Rhode Island 

Connecticut 

New York 

New Jersey 

Pennsylvania 

South Atlantic divi- 


1 

1 


1 


1 
1 


346, 175 

51,046 

122, 820 

1, 023, 082 

229 449 


8 


7 


1 




1 




1,000,480 
1, 720, 556 


595 


203 


392 




31,434 

184, 926 

36, 906 

344, 003 
194, 350 
326, 895 
203, 980 
344, 062 
91, 723 

5, 032, 182 


26, 778 
148, 899 
23, 574 

221,464 
187, 798 

209, 117 
90, 570 

210, 830 
55, 271 

4, 972, 305 


13,550 
72, 266 
12, 116 

105, 699 
88, 883 

100, 211 
43,418 

100, 896 
26, 542 

2, 419, 339 


4,656 
36, 027 
13, 332 

122, 539 
6,558 
117, 778 
113,410 
133, 232 
36, 452 

59, 877 


2,348 
17, 932 
5,853 

57, 200 
3,144 
55, 826 
54, 279 
64, 187 
17, 696 

29, 294 


2,308 
18,095 
7,479 

65, 339 
3,414 
61, 952 
59, 131 
69, 045 
18, 756 

30, 583 










1 






328 
7,896 
1,767 

9,266 
1,812 
1,401 
7,210 
2,529 
465 

130,587 


31,106 


Maryland 

District of Co- 
lumbia. 

Virj^inia 


619 

80 

1,446 
845 
521 
427 
883 
234 

18, 301 


619 

40 

1,149 
845 
273 
427 

883 
224 

18, 201 


333 

5 

1,003 
526 
273 
381 
743 
170 

10, 580 


286 
35 

146 
319 

46 

140 

54 

7,621 

85 
647 
791 
908 
1,100 
807 
650 
897 

45 
389 
415 
887 

897 








176,411 


40 
297 


4 
95 


36 
202 


35, 059 
333, 291 




191, 699 


North Carolina . . 


248 


97 


151 


324, 973 
196, 343 










340, 650 


:Florida 


10 
100 


7 
58 


3 

42 


91,024 


North Central divi- 


4, 883, 294 


Ohlo 


798, 216 
507,445 
781, 109 
430, 665 
354, 675 
284, 269 
494, 957 
623, 071 
35, 694 
79, 171 
241,446 
401, 464 

2, 334, 694 


794,521 
503, 352 
775, 627 
428, 948 
354, 609 
284, 086 
493, 686 
.590, 084 
35, 692 
79, 168 
240, 701 
391, 831 

1,658,642 


412, 268 
258, 921 
395, 895 
218,979 
180, 476 
146, 509 
252, 196 
301, 575 
18, 803 
41,669 
124, 208 
201,467 

841, 920 


382, 253 
244,431 
379,732 
209, 969 
174, 133 
137, 577 
241, 490 
288, 509 
16, 889 
37, 499 
116, 493 
190, 364 

816, 722 


3,695 

4,093 

5,482 

1,717 

66 

183 

1,271 

32, 987 

2 

3 

745 

9,633 

676, 052 


1,813 

1,907 

2,700 

906 

36 

93 

625 

16, 2.55 

1 

341 
4,617 

330,418 


1,882 

2,186 

2,782 

811 

30 

90 

646 

16, 732 

1 

3 

404 

5,016 

345, 634 


514 

1,652 

1,536 

3,345 

2,173 

1,785 

1,690 

2,244 

80 

763 

727 

1,792 

4,482 


510 

1,644 

1,517 

3,335 

2,172 

1,785 

1,689 

2,192 

80 

763 

727 

1,787 

3,624 


425 

997 

726 

2,427 

1,072 

978 

1,039 

1,295 

35 

374 

312 

900 

2,727 


4 

8 
19 
10 

1 


4 
4 
6 
8 
1 


4 
13 
2 


36, 755 
7,391 
18, 007 
16, 908 
10, 634 
6, 052 
13, 214 
5,097 
753 
1,208 
6,400 
8,168 

44, 551 

2,588 
1,784 
1,293 
1,689 
1,306 
32, 157 


760, 947 




498,402 




761,566 


Michigan 

Wisconsin 


410,412 
341,868 
276,432 




1 
52 


1 
30 


22 


480, 053 


Missnnri 


615,730 




34, 861 


South Dakota.... 








77, 200 








234,319 


Kansas 


6 
858 


4 
491 


1 
367 


391,. 504 


Soiith Central divi- 


2, 265, 061 


Kentucky 

Tennessee 

Alahama 

Mississippi 


409, 607 
456, 242 
306, 350 
335, 468 
125, 161 
477, 450 
579 
223, 837 

520, 286 


354, 804 
354, 627 
188, 629 
151, 856 
75, 363 
368, 581 
579 
164, 203 

618,318 


183, 554 

184, 019 
96, 321 
78, 175 
38, 839 

174,469 

273 

86, 270 

267, 390 


171,250 

170, 608 

92, 308 

73, 631 

36, 524 

194, 112 

306 

77,933 

250, 928 


54, 803 
101, 615 
117, 721 
183, 612 

49. 798 
108, 869 


26, 560 
50,506 
56, 982 
90, 188 
25,143 
50, 557 


28,243 
51, 109 
60, 739 
93,424 
24,655 
58, 312 


433 
510 
1,519 
641 
228 
994 


413 
497 
907 
565 
228 
899 


305 
496 
652 
388 
156 
640 


108 
1 
255 
177 
72 
259 


20 

13 

612 

76 


8 

13 

313 

60 


12 

299 
16 


406, 586 
453,948 
303, 538 
333, 138 
123, 627 


Texas 


95 


63 


32 


444, 299 


Oklahoma (i/) .... 


579 


59, 634 
1,968 


30, 482 
998 


29, 152 
970 


157 
2,716 


115 
2,715 


90 
1,366 


25 
1,349 


42 
1 


34 

1 


8 


3,734 
8,316 


219, 940 


Western division 


509, 254 




16, 980 
7,957 

66, 173 

18, 249 
8,022 

36, 730 
7,524 

14, 311 
899 


16,889 
7,944 

65, 690 

18, 249 
8, 022 

36,727 
7,524 

14,311 
162 

55, 678 

63, 972 
223, 150 


8,609 

4,043 

33, 598 

11,857 

4,334 

19,084 

3,777 

1 6, 943 

81 

27, 712 

32, 694 

114,658 


8,280 
3,901 

32, 092 
6,392 
3,688 

17, 643 

3,747 

7,368 

81 


91 

13 

483 


48 
6 

237 


43 

7 

246 

















453 

133 

1,870 

17 

30 

418 

363 


16,527 


"Wyoming 

Colorado 


39 

262 
17 
28 
70 
73 


39 

261 
17 
28 
70 
73 


20 
177 
10 
12 
41 
25 


19 
84 
7 
16 
29 
48 






7,785 




1 


1 




64, 041 




18,215 
















7, 1164 




3 


1 


2 








36, 242 










7,088 
















14, 311 


Alaska 


c737 


385 
14 
4 


352 
13 
11 


















899 




66 

562 

1,599 


66 

562 

1,599 


20 
336 
725 


46 

226 

874 








531 

894 

3,607 


5.5, 108 




31,278 15 








62, 531 


California 


223, 749 








218, 543 




! 















ft Includes unseparated colored. 



b School enrollment given is for G-reer county only; population of that county, 5,338. 



c Native. 



124 



EDUCATION. 



Table 20.— ENROLLMENT OF STUDENTS AND PUPILS IN PRIVATE SCHOOLS, AS SUPERIOR; SECONDARY, AND 
ELEMENTARY, INCLUDING PAROCHIAL AND COMMERCIAL SCHOOLS, CENSUS OF 1890, AS DERIVED FROM THE 
REPORTS OF SCHOOLS, BY STATES AND TERRITORIES. 



[This grouping has only the value of a careful estimate, owing to indefinite classification in some reports.] 









SUMMARY. 








STATES AND TEERiTORIES. 


Aggregate. 


White, (a) 


Colored. 




Total. 


Male. 


Female. 


Total. 


Male. 


Female. 




1, 603, 806 


1, 538, 852 


783, 032 


756, 820 


64,954 


30, 079 


34, 875 








507, 857 


606, 348 


256, 603 


249, 745 


1,609 


871 


638 








10, 841 
12, 088 
8,312 
67, 349 
11, 253 
24, 321 

196, 284 
51, 455 

125, 954 

196, 122 


10, 832 
12, 080 

8,311 
67, 273 

11, 227 
24, 307 

196, 039 
51,421 
124,858 

169, 094 


.5, 193 
6,468 
4,052 

30,489 
5,696 

12,826 
100, 635 

26,724 

64, 520 

79, 916 


5,639 
5,612 
4,259 
36, 784 
5,531 
11, 481 
95,404 
24, 697 
60, 338 

79, 178 


9 

8 

1 

76 

26 

14 

245 

34 

1,096 

37, 028 


7 
6 


Q 




2 




1 




49 
17 
12 

120 
25 

635 

17, 086 


27 


Tlhodft lalancl . 


9 




2 


New Xork - 


125 




9 




461 




19,942 








3,000 

27, 622 

8,669 

20, 945 
5,350 

45,751 

21, 708 
56, 773 

6,304 

586,412 


2,937 
26,224 

7,666 
16, 225 

5,114 
37, 232 
12, 562 
46, 398 

4,736 

584,941 


1,475 

14, 126 

4,086 

7,761 

2,411 

18, 977 

6,170 

23, 039 

1,871 

304, 414 


1,462 

12, 098 

3,580 

8,464 

2,703 

18,255 

6,392 

23, 359 

2,865 

280, 627 


63 
1,398 
1,003 
4,720 
236 
8,619 
9,146 
10, 375 
1,668 

1,471 


26 

668 

583 

2,223 

111 

3,864 

4,506 

4,360 

755 

735 


37 




730 


Dintrirt of Columbia 


420 




2,497 




125 




4,665 




4,640 




6,015 


Florida. 


813 




736 








104, 902 
47, 240 

114, 042 
.M, 827 
74, 019 
42, 151 
43, 619 
64, 685 
2,617 
3,748 
15, 990 
21,572 

241, 317 


104, 497 
46, 882 

113, 822 
51, 795 
74, 002 
42, 141 
43,604 
64, 503 
2,617 
3,746 
15,982 
21, 350 

217, 630 


55, 116 
24, 650 
60, 210 
26, 292 
37, 964 

21, 672 

22, 518 
33, 393 

1,288 
1,848 
8,119 
11,344 

108, 188 


49, 381 
22, 232 
.53, 612 
26, 503 
36, 033 

20, 469 

21, 086 
31,110 

1,329 
1,898 
7,863 
10, 006 

109, 342 


405 
358 
220 
32 
17 
10 
15 
182 


222 

132 

119 

23 

9 

7 

11 

69 


183 




226 


Illinois 


101 




9 




8 




3 




4 




113 






South "Dalrntn 


2 

8 

222 

23, 787 




2 




4 
139 

10, 783 

1 


4 




83 




13, 004 








42, 678 
57, 809 
29, 432 
26, 509 
32, 259 
35, 589 
1,203 
15, 838 

72, 098 


40.934 
53, 050 
24,264 
23, 698 
27, 398 
33, 161 
1,202 
13, 823 

70, 939 


20, 988 
27, 237 
11, 732 
11, 008 
13, 866 
15, 608 
623 
7,068 

33, 911 


19, 946 
26, 813 
12, 532 

12, 630 

13, 532 
17, 553 

579 
6,757 

37, 028 


1,744 
4,759 
5,168 
2,811 
4,861 
2,428 
1 
2,015 

1,159 


793 
2,223 
2,404 
1,258 
2,216 

925 


951 




2,536 




2,764 




1,553 




2,645 


Texas 


1,503 




1 




964 
604 


1,051 


Western division --- 


565 




1,703 

350 
7, 563 
5,371 

997 
10, 990 

456 
1,104 

878 

4,489 

5,618 

32, 579 


1,698 

350 

7,538 

5,178 

996 

10, 986 

456 

1,104 

23 

4,484 

5,616 

■ 32, 510 

• 


778 

113 

3,671 

2,583 

351 

5,735 

97 

467 

13 

2,299 

2,653 

15,251 


920 

237 

3,967 

2,595 

645 

5,251 

369 

637 

10 

2,185 

2,963 

17, 259 


5 


6 








Wyoming 


25 

193 

1 

4 


10 

98 
1 
3 


15 




95 










Utah 


1 
















6855 
5 
2 
69 


460 

3 

2 

22 


395 




2 












47 







a Includos uuseparated colored. 



b Native. 



INSTITUTIONS. 



125 



Table 20.— ENROLLMENT OF STUDENTS AND PUPILS IN PRIVATE SCHOOLS, AS SUPERIOR, SECONDARY, AND 

ELEMENTARY, CENSUS OF 1890— Continued. 





SUPEKIOE. 


SECOND AKT. 


STATES AND TERRITORIES. 


Aggre- 
gate. 


White, (a) 


Colored. 


Aggre- 
gate. 


White, (a) 


Colored. 




Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


re- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


The United States... 


103, 876 


100, 693 


73, 213 


27, 480 


3,183 


2,060 


1,133 


296,245 


284,844 
75,453 


128, 381 


156, 463 


11, 401 


5,276 


6,125 


North Atlantic division . . . 


35,759 


35, 546 


29, 383 


6,163 


213 


203 


10 


75, 600 


34,507 


40, 946 


147 


97 


50 


Maine 


1,140 
493 
483 

7,962 
684 

1,939 
12, 478 

1,839 

8,741 

13,381 


1, 138 
493 
483 

7,935 
682 

1,934 
12,458 

1,833 

8,590 

12, 068 


847 
448 
292 

5,443 
591 

1,879 
10,8.50 

1,782 

7,251 

8,030 


291 

45 

191 

2,492 

91 

55 

1,608 

51 

1,339 

4,038 


2 


2 




3,362 
2, 533 
2,987 
8,478 
1,688 
2,853 

28, 056 
7,067 

18, 576 

46, 152 


3,362 
2,533 
2,986 
8,460 
1,688 
2,853 

28,048 
7,067 

18, 456 

40, 399 


1,696 
1,286 
1,275 
3,960 
825 
1,081 
12, 381 
2,960 
9,043 

17, 512 


1,666 
1,247 
1,711 
4,600 
863 
1,772 
15, 667 
4,107 
9,413 

22,887 








New Hampshire 














1 
18 








27 
2 

5 

20 

6 

151 

1,313 


26 
2 
5 

16 

6 

146 

943 


1 

4 

5 

370 


18 
















8 


3 


5 








120 
5,753 


94 

2,685 


26 


South Atlantic division 


3,068 




93 
3,491 
1,653 
2,043 
540 
2,390 
1,096 
2,010 
65 

36, 363 


93 

3,351 

1,240 

1,909 

361 

2, 203 

973 

1,889 

49 

36,284 


84 

2, 979 

1,200 

1,207 

189 

1,114 

455 

783 

19 

25,690 


9 

372 

40 

702 

172 

1,089 

518 

1,106 

30 

10, 594 








471 
4,375 
1,803 
6,217 
1,460 
14, 170 
6,561 
9,283 
1,812 

80, 313 


471 
4,112 
1,743 
6,925 
1,460 
12, 943 
3, 882 
8,330 
1,633 

80, 053 


201 
1,380 

670 
2,490 

466 
6,552 
1,831 
3,379 

543 

37, 477 


270 
2,732 
1,073 
3,435 

994 
6,391 
2,061 
4,851 
1,090 

42, 576 










140 
413 
134 
179 
187 
123 
121 
16 

79 


59 
332 

86 

90 
175 

78 
107 

16 

51 


81 
81 
48 
89 
13 
45 
14 

28 


263 
60 

292 


127 
47 
30 


136 


District of Columbia. . . 


13 

262 


"We^t *Vir<''iuia 




North Carolina 


1,227 

2,679 

1, C63 

179 

360 


573 

1, 365 

449 

94 

144 


654 
1, 314 




6U4 


Florida . . 


85 


North Central division 


116 


Ohio , 


11, 457 

4,219 

7,804 

1,571 

880 

1,034 

2,958 

4,826 

81 

204 

441 

888 

15,498 


11, 386 

4,218 

7,800 

1,569 

879 

1,034 

2, 958 

4,826 

81 

204 

441 

888 

13, 920 


7,876 

3,054 

5, 938 

1,092 

788 

919 

1,912 

3,021 

29 

99 

345 

617 

8,115 


3,510 

1,164 

1,862 

477 

91 

115 

1,046 

1,805 

52 

105 

96 

271 

5,805 


71 
1 

4 

2 

1 


44 

4 
2 
1 


27 

1 


15, 062 
9,010 

11,459 
4,220 
3, 375 
3,317 

10,942 

12, 179 

380 

960 

2,526 

6,883 

71, 191 


14, 855 
8.998 

11, 448 
4,210 
3,373 
3,317 

10, 937 

12, 178 

380 

958 

2,523 

6,876 

65, 986 


7,300 

4,334 

4,804 

1,984 

1,749 

1, 562 

5,229 

5,397 

174 

420 

979 

3,555 

29, 619 


7, 5.55 
4,674 
6,644 
2,226 
1,624 
1,755 
5,708 
6,781 
206 
538 
1,544 
3,321 

36,367 


207 
12 
11 
10 
2 


113 
7 

5 
7 
2 


95 








6 




3 


















5 

1 


4 
1 


1 












North Dakota 


















2 
3 
7 

5,205 


6 

2,321 


o 










3 










1 


South Central division 


1,678 


853 


725 


2,884 




4,096 
4,175 
1,753 
1,492 
1,563 
2,117 


4,023 
3, 657 
1,337 
1,260 
1,389 
2,024 


2, 624 
2,291 
533 
374 
1,106 
1,016 


1, 399 

1,366 

805 

886 

283 

1,008 


73 
518 
416 
232 
174 

93 


53 
297 
179 
114 
103 

74 


30 

221 

237 

118 

71 

19 


10, 361 
20, 498 
7, 233 
8,144 
7,804 
13, 116 
53 
4,982 

22, 989 


10, 149 

19, 224 

6,804 

7, 640 

6,216 

11,701 

53 

4,199 

22, 953 


4,179 
9,491 
3,650 
3,217 
2,464 
4,688 
36 
1,904 

9,266 


5,970 
9,733 
3,154 
4,423 
3,752 
7,013 
27 
2,295 

13, 687 


212 
1,274 

439 

504 
1,-588 

415 


ii:i 

.590 
183 
213 
696 
116 


99 




678 




346 




292 




892 




a9 








302 
2,875 


230 
2,875 


172 
1,995 


58 
880 


72 


33 


39 


783 
36 


405 
29 


378 




7 














17 

19 

198 

16 


17 

19 

198 

16 


10 

9 

139 

16 


7 
10 
59 








649 
134 

2,355 
1,902 

235 

2,476 

79 

202 


648 

134 
2,355 
1,876 

234 

2,476 

79 

202 


197 

30 

839 

855 

20 

1,229 


461 

104 
1,516 
1,021 

214 

1,247 

79 

167 


1 


1 




































26 

1 


22 
1 


4 
















371 


371 


239 


132 








































35 
































109 

376 

1,769 


109 

376 

1,769 


55 

304 

1,223 


54 

72 

546 








2, 285 
2,499 
10, 173 


2,283 

2,498 

10, 168' 


1,091 

861 

4,109 


1,192 
1.637 
6.059 


2 
1 
5 


1 
1 
3 


1 




















2 



















a Includes unsepajated colored. 



126 



EDUCATION. 



Table 20.— ENROLLMENT OF STUDENTS AND PUPILS IN PRIVATE SCHOOLS, AS SUPERIOR, SECONDARY, AND 

ELEMENTARY, CENSUS OF 1890— Continued. 





ELEMENT AKY. 


COMMEECIAL. 


STATES AND TERRITOKIES. 


Aggre- 
gate. 


White, (a) 


Colored. 


Aggre- 
gate. 


White, (a) 


Colored. 




Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe. 
male. 


Total. 


Male. 


Fe- 
male. 


The United States... 


1,116,881 


1, 066, 604 


517,275 


549, 329 


50,277 


22, 681 


27, 596 


86, 804 


86, 711 


64,163 


22, 548 


93 


72 


21 


Nortli Atlantic division 


339, 197 


368, 068 


172, 196 


195,872 


1,129 


554 


575 


27, 301 


27, 281 


20, 517 


6,764 


20 


17 


3 




5,238 
8,710 
4,734 

47,295 
8,121 

18, 465 
145, 804 

40,542 

90, 238 

132, 317 


5,281 
8,702 
4,734 

47, 267 
8,101 

18,456 
145, 596 

40, 518 

89, 413 

102, 356 


1,885 
4,476 
2,409 
18, 287 
3,736 
9,068 
69,840 
20, 398 
42, 097 

50,896 


3, 396 
4,226 
2,325 
28, 980 
4,365 
9,388 
75, 756 
20, 120 
47, 316 

51,460 


7 
8 


5 
6 


2 
2 


1,051 

352 

108 

3,614 

760 

1,064 

9,946 

2,007 

8,399 

4,272 


1,051 

353 

108 

3,611 

756 

1,064 

9,937 

2,003 

8,399 

4,271 


765 

258 

76 

2,799 

544 

798 

7,564 

1,584 

6,129 

3,478 


286 
94 
32 

8ia 

212 
266 

2,373 
419 

3,270 

793 








New Hampshire 
















28 

20 

9 

208 
24 

825 

29, 961 


20 
12 
7 
94 
15 
395 

13,457 


8 
8 
2 

114 
9 

430 

16.504 


3 
4 


3 

3 






1 








9 

4 


7 
4 


2 










South Atlantic division 


1 


1 






2,333 
18, 252 

4,210 
12, 280 

2,931 
29, 191 
14, 051 
44,642 

4,427 

426, 949 


2,270 
17, 257 
3,681 
7,986 
2,874 
22, 086 
7,707 
35, 441 
3,054 

425, 884 


1,111 
8,491 
1,497 
3,747 
1,438 

11, 311 
3,884 

18, 108 
1,309 

210, 570 


1,159 
8,766 
2,184 
4,239 
1,436 

10, 775 
3, 823 

17, 333 
1,745 

215, 314 


63 
995 

529 
4, 294 
57 
7,105 
6,344 
9,201 
1,373 

1,065 


26 

482 

203 

2,107 

21 

3,106 

3,063 

3,804 

645 

491 


37 
513 

326 
2,187 
36 
3,999 
3,281 
5,397 

728 

574 


103 

1,504 

1,003 

405 

419 


103 

1,504 

1,002 

405 

419 


79 

1,276 

719 

317 

318 


24 
228 
283 

88 
101 
















District of Coltinibia... 


1 


1 












North Carolina 








South Carolina 
















Georgia 

Florida 


838 


838 


7(i9 


69 














North Central division 


42,787 


42, 720 


30, 677 


13, 043 


67 


49 


18 




69, 173 
31, 546 
87, 601 
41,416 
67, 798 
35, 668 
25,755 
42, 128 
2,081 
2,425 
10, 655 
10, 773 

147, 597 


69, 068 
31, 218 
87, 400 
41, 439 
67, 786 
35, 559 
25,752 
41, 947 
2,081 
2, 435 
10, 653 
10, 566 

130, 593 


34, 075 

15, 583 

43, 605 

20, 085 

33,912 

17, 454 

12, e;21 

20, 794 

1,056 

1,225 

5,107 

5,153 

64, 857 


34, 983 

15, 635 

43, 795 

21, 354 

33, 874 

18, 105 

13, 231 

21, 153 

1,025 

1,200 

5,546 

5,413 

65, 736 


115 

328 

201 

7 

12 

9 

3 

181 


58 

116 

106 

5 

4 

6 

2 

68 


57 

212 

95 

2 

8 

3 

1 

113 


9,210 
2,465 
7,178 
4,590 
1,966 
2,232 
3,964 
5,552 
,- 75 
159 
2,368 
3,028 

7,031 


9,198 
2,448 
7,174 
4,577 
1,964 
2,231 
3,957 
5.552 
75 
159 
2,365 
3,020 

7,031 


5,865 
1,689 
5, 863 
3, 131 
1,515 
1,737 
2,856 
4,181 
29 
104 
1,688 
2,019 

5,597 


3,333 

759 

1,311 

1,446 

449 

494 

1,101 

1,371 

46 

55 

677 

1,001 

1,434 


12 
17 
4 
13 
2 
1 
7 


8 
9 
4 
9 
2 
1 
5 


4 




8 


Illinois 






4 












2 




.. 






I 


















2 
207 

17, 004 


1 
125 

7,609 


1 
82 

9,395 


3 

8 


3 
8 






















26, 483 
32, 091 
20, 249 
16, 493 
23, 162 
18, 873 
1,150 
10, 093 

40, 821 


25, 024 
29, 127 
15, 926 
14, 418 
19, 063 
16,953 
1,149 
8,933 

39, 703 


32, 763 
14, 649 
7, 353 
7,152 
9,707 
7,978 


12, 261 
14, 478 
8, 573 
7,266 
9,356 
8,975 


1, 459 
2,967 
4,323 
2,075 
3,099 
1,920 
1 
1,160 

1,118 


627 
1,330 
2,042 

932 
1,417 

735 

526 
570 


832 
1,637 
2,281 
1,143 
1,682 
1,185 
1 

634 

548 


1, 738 

1.042 

197 

380 

730 

2,483 


1,738 

1,042 

197 

380 

730 

2,483 


1,432 
806 
197 
335 
589 

1,926 


316 
236 


























55 
141 
557 




































t 

461 

5,413 


461 
6,408 


332 
3,894 


129 
1,514 










18, 756 


20, 947 


5 


5 










552 

197 

4,419 

3.453 

720 

8,060 

377 

902 

878 

1,671 

2,321 

17,271 


548 

197 

4,394 

3,286 

720 

8,056 

377 

902 

23 

1,670 

2,320 

17, 210 


261 

74 

2,155 

1,712 

300 

4,196 

97 

432 

13 

846 

1,169 

7.501 


287 

123 

2,239 

1,574 

420 

3,860 

280 

470 

10 

824 

1, 1.51 

9,709 


4 


4 




485 


485 


310 


175 


















25 
167 


} 10 
76 


15 
91 


591 


591 


438 


153 


















42 
83 


42 
83 


31 
71 


11 

12 










4 


3 


1 
















Idalio 














N 








Alaska 


6855 

1 

1 

61 


460 

1 
16 


395 
1 

45 
















424 

432 

3,366 


422 

433 

3. 363 


307 

.■!19 

3, 418 


115 
103 
945 


2 


2 




Oregon 

California 




3 


3 





Q.' Includes unseparated colored. 



6 Native. 



INSTITUTIONS. 



127 



Table 21.— ENROLLMENT IN PROFESSIONAL SCHOOLS, CENSUS OF 1890, AS DERIVED FROM THE REPORTS OF SCHOOLS, 

BY STATES AND TERRITORIES. 





ALL PROFESSIONAL SCHOOLS, PUBLIC AND PRIVATE. 




Instructors. 


Students. 


STATES AND TERRITORIES. 


Aggre- 
gate. 


"White. 


Colored. 


Aggre- 
gate. 


White. 


Colored. 




Total. 


Male, 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


M.lle. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


The IJnited States... 


7,929 

3,193 

1 


7,700 


6,699 


1,101 


229 


145 


84 


81,564 


77, 214 


53, 626 


23, 588 


4,350 


2,591 


1,759 




3,193 


2,659 


534 








31, 994 


31,873 


20, 822 


11, 051 


121 


92 1 29 












Maiue 


61 
38 
47 

599 
12 

147 
1,325 

152 

812 

918 


61 
38 
47 

599 
12 

147 
1,325 

152 

812 

827 


43 
36 
30 
504 
3 
119 
1,134 
130 
660 

762 


18 
2 
17 
95 
9 
28 
191 
22 
152 

65 








996 

258 

868 

4,596 

238 

1,183 

12, 110 

1,123 

10,622 

8,604 


996 

258 

863 

4,561 

237 

1,178 

12, 094 

1,117 

10, 569 

6,645 


399 
158 
420 

2,866 

6 

734 

8, 367 
838 

7, 034 

5,585 


597 
100 
443 

1,695 
231 
444 

3, 727 
279 

3,535 

1,060 




! 


New Hampshire 










1 








5 
35 

1 

16 

53 

1,959 


4 1 










15 20 










1 










5 


New York 








13 

6 

49 

1,211 


3 








. 












4 


South Atlantic division 


91 


53 


38 


748 




1 

318 
198 
124 
58 
43 
60 
108 
8 

2,754 


1 

313 

176 

106 

54 

23 

50 

99 

5 

2,742 


1 
299 
168 
91 
34 
22 
46 
97 
4 

2,397 










11 

2,748 

1,433 

1,567 

977 

457 

516 

804 

91 

30, 914 


11 

2,577 

984 

1,130 

798 

84 

339 

657 

65 

30, 786 


2 

2,238 

906 

921 

469 

84 

293 

638 

34 

21, 5.59 


9 
339 
78 
209 
329 










14 
8 
15 
20 
1 
4 
2 
1 

345 


5 
22 
18 

4 
20 
10 

9 

3 

12 


12 
12 

12 
9 
4 
2 

10 


5 
10 
6 

2 

8 
1 
5 
1 

2 


171 
449 
437 
179 
373 
177 
147 
26 

128 


90 
321 
187 

90 
222 
135 
143 

23 

87 


81 


Distrk^t of Columbia . . 


128 
250 




89 




151 


South Carolina 


40 
19 
31 

9,227 


42 
4 


Florida 


3 


Nortli Central division 


41 


Ohio 


500 

282 

598 

218 

148 

201 

187 

446 

11 

43 

44 

76 

701 


495 

282 

598 

218 

148 

201 

187 

«9 

11 

43 

44 

76 

575 


453 

237 

555 

191 

08 

158 

161 

414 

8 

28 

28 

66 

469 


42 
45 
43 
27 
50 
43 
26 
25 
3 
15 
16 
10 

106 


5 


5 




6,195 

3,780 

5,930 

2, .591 

2,077 

1,886 

2, U64 

3,947 

110 

631 

550 

1, 1.53 

7, 520 


6,173 

3,768 

5.903 

2, 581 

2, 077 

1,884 

2,062 

3,895 

110 

031 

550 

1,152 

5,384 


4,877 

2,482 

4,775 

1,815 

1,134 

1,219 

1,295 

2,874 

36 

218 

217 

557 

4.377 


1.296 

1, 286 

1,128 

736 

943 

665 

767 

1,021 

74 

383 

,333 

595 

1,007 


22 
12 
27 
10 


22 
7 

14 







r^ 










13 










1 




















2 
2 
52 


2 
2 
30 
















7 


5 


2 


22 


Itforth Datota 








































1 
2, 136 


1 
1,195 




South Central division 


126 


82 


44 


941 


Kentucky 


124 
267 
126 
27 
63 
55 


111 

232 
72 
25 
65 
46 


108 

201 

35 

19 

52 
30 


3 
31 
37 

6 
13 
16 


13 
35 

.54 

3 
9 


12 

29 

37 
1 
3 
3 


1 
6 

27 
1 

6 


1,677 

2,203 

1,587 

533 

634 

617 


1,602 
1,742 
599 
247 
570 
454 


1,549 
1,474 
344 
137 
459 
244 


53 
268 
255 
110 
111 
210 


75 
401 
988 
286 

64 
163 


48 
285 
475 
156 

64 
110 


27 


Tennessee 


176 


Alabama 


513 




130 








53 








34 
363 


24 
363 


24 
312 




10 


7 


3 


269 
2,532 


170 
2,526 


170 
1,283 




99 
6 


57 
6 


42 




51 


1,243 












































































80 


80 


71 


9 








253 


253 


173 


80 
























1 
3 
9 


1 
3 
9 


1 
3 
7 










28 
94 

45 


28 
94 
45 


12 

49 

9 


16 
45 
36 








Utah 


















2 














Idaho 
















S 

64 

198 


8 

64 

198 


5 
59 
166 


3 
5 

32 








79 

350 
1,683 


79 

350 
1,677 


24 


















229 121 
















787 890 


' 6 


6 




Alaska 
































' 







128 



EDUCATION. 

Table SI.— ENROLLMENT IN PROFESSIONAL SCHOOLS, CENSUS OF 1890— Continued. 





THEOLOGY. 




Instructors. 


Students. 


STATES AND TERRITORIES. 


Aggre- 
gate. 


White. 


Colored. 


Aggre- 
gate. 


White. 


Colored. 




Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


The United States... 


891 


866 


863 


3 


25 


25 





8,473 


7,660 


7,594 


66 


■ 813 


812 


1 


North Atlantic division 


317 


317 


317 










2,768 


2,718 


2, 704 


14 


50 


50 1 
















9 


9 


9 










53 


53 


63 


























































53 


53 


53 










367 


360 


353 


7 


7 


7 




Eliode Island 














30 
96 
31 
98 

139 


30 
96 
31 
98 

126 


30 
96 
31 
98 

126 










229 
874 
417 
828 

1,376 


227 
874 
411 
793 

890 


225 
871 
411 
791 

890 


2 
3 


2 


^2 




New York 






















6 
35 

486 


6 

35 

486 




Pennsylvania 










2 




South Atlantic division 




13 


13 














Delaware 






























M^ryla.Tid 


59 
11 
19 


59 
9 

17 


59 
9 

17 










645 
83 
198 


608 


608 




37 
83 

72 


37 
83 

72 




District of Columbia. . . 




2 
2 


2 
2 








Virginia 




126 


126 














North Carolina 


13 
19 
16 

2 

340 


11 
14 
14 
2 

335 


11 

14 

14 
2 

332 




2 
5 
2 


2 
5 
2 




122 

108 

204 

16 

3,453 


49 
39 

68 


49 
39 
68 




73 

69 

136 

16 

19 


73 
69 
136 
16 

19 

12 
2 
3 












Georgia 








Florida 








North Central division 


3 


5 


5 




3,434 


3,384 


50 




Ohio 


63 
15 
81 
16 
29 
52 
24 
42 


S8 
15 
84 
16 
29 
52 
24 
42 


58 
14 
83 
16 
29 
52 
23 
42 




5 


5 




451 
111 
1,118 
139 
359 
606 
155 
423 


439 
109 
1,115 
139 
359 
604 
155 
423 


431 
104 
1,109 
135 
359 
004 
137 
423 


8 
5 
6 
4 


12 
2 
3 




Indiana 


1 
1 




Illinois 










ilichigau 










Wisconsin 
















Minnesota 












2 


2 






1 








18 




Missouri 














North Dakota 


















South Dakota 






























Nebraska 


2 
13 

66 


2 
13 

59 


2 
13 

59 










22 
69 

763 


22 
60 

510 


22 

60 

510 










Kansas 










9 








South Central division 




7 


7 




253 


252 


1 










Eentuck V 


16 
34 
3 
3 
6 
4 


16 
30 

1 
3 
5 
4 


16 
30 
1 
3 
5 
4 








328 
245 
57 
23 
54 
56 


323 
li2 


323 
152 




5 
93 
57 
23 
54 
21 


5 
93 
46 
23 
54 
21 




Tennessee 




4 


4 








Alabama 






I 


Mississippi 












Louisiana 




1 


1 













Texas 




35 


35 






Oklahoma 














Arkansas 






























"Western division 


29 


29 


29 










113 


108 


106 


2 


5 


5 

















Montana 






























Wyoming 





























..• 


Colorado 
















2 


2 


2 










New Mexico 
























Arizona 






























Utah 































Nevada 






























Idaho 






























Washington 






























Oregon 


11 
IS 


11 
18 


11 
18 










34 

77 


34 

72 


34 
70 










California 










2 


5 


5 




Alaska 






















... 





















INSTITUTIONS. 

Table 21.— ENROLLMENT IN PROFESSIONAL SCHOOLS, CENSUS OF 1890— Continuecl. 



129 











LAW. 




Instructors. 


Students. 


STATES AND TERRITORIES. 


Aggre- 
gate. 


White. 


Colored. 


Aggre- 
gate. 


White. 


Colored. 






Total. 


Male. 


re. 

male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


fe- 
male. 


TheTJnitfd States... 


341 


339 


338 


1 


2' 


2 




4,744 


4,679 


4,064 


15 


65 


64 


1 




121 


121 


121 




1 






1,496 


1,493 


1,486 


7 


3 


3 








































































































32 


32 


32 










445 


445 


438 


7 


























26 
53 


36 
53 


20 
53 










111 
782 


111 
781 


111 

781 






















1 


1 




















10 
01 


10 
60 


10 
60 










1.58 
1,011 


156 
970 


156 
970 




2 
41 


2 
40 








1 


1 






1 


































1 




29 

i 

2 

i 

3. 
12 


7 
29 
4 
2 
4 
2 
12 


7 
29 
4 
•) 

4 
2 
12 










99 

588 
208 
10 
43 
30 
33 


97 
566 
208 
10 
35 
21 
33 


97 
566 
208 
10 
35 
21 
33 




2 
22 


2 ' 














21 i 1 
















"West Viro'inia 




























8 
9 


1 
8 : 






1 


1 




9 






























123 


123 


122 


1 








1,795 

178 
80 
376 
533 
112 
134 
155 
150 


1,782 


1,774 


8 


13 


13 
3 














Ohio 


17 


17 
11 
14 

7 
17 
20 
17 


16 
11 
U 
5 
7 
17 
20 
17 


1 








175 
80 
374 
.527 
112 
134 
153 
160 


175 
80 
374 
525 
109 
133 
151 
150 




3 






n 












Illinois 1 1^ 












2 
6 


" 




5 










2 
3 
1 
2 


G 




7 
17 
20 
17 




































2 

















iTortb Dakota 






























■ 


















iN^ebraska 
































15 
24 


15 
23 


15 
23 










77 
330 


77 
322 


77 
322 














1 


1 






8 


8 














3 

10 
3 

! 

5 

2 


3 
9 
3 

1 



2 


3 
9 

3 
1 
5 










30 
132 
21 
16 
52 
79 


30 
124 
21 
16 
.52 
79 


30 
124 
21 
16 
52 
79 















1 


1 

1 _._ 




8 


8 




















































Texas 




































































12 


12 


12 










112 


112 


112 


























































































































































































































■■■■»"'"■ 














1 








Idaho 






























































8 
4 


8 
4 




8 

4 










36 
76 


36 
76 


36 
76 




i 
























! 












" 














1 










1 









ED- 



130 EDUCATION. 

Table 21.— ENROLLMENT IN PROFESSIONAL SCHOOLS, CENSUS OF 1890— Continued. 





MEDICINE. 




Instructors. 


Students. 


STATES AND TERRITORIES. 


Aggre- 
gate. 


White. 


Colored. 


Aggre- 
gate. 


"White. 


Colored. 




Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


The United States . - . 


3,507 


3,476 


3,409 


67 


31 


31 




22, 452 


22,178 


21,003 


1,175 


274 


206 


8 




1,273 


1,273 


1,224 


49 








8,907 


8, 868 


8,289 


579 


39 


35 


4 














21 

15 

20 

187 


21 
15 
20 
187 


21 

15 

20 

185 










102 

83 

222 

854 


102 

83 

218 

848 


102 

83 

210 

782 










'New Hampshire 


























8 
66 


4 
6 


4 
6 






2 






















19 

674 

6 

331 

398 


19 

674 

6 

331 

394 




19 

643 

6 

315 

390 










54 
4,719 

13 
2,360 

2,330 


51 
4,707 

13 
2,846 

2,214 


51 
4,413 

11 
2,637 

2,165 




3 

12 


3! 


2^ew York 


31 








294 

2 

209 

49 


10 2 














IB 
4 








14 
116 


12 ! 2 


South Atlantic division 


4 


4 




114 I 2 



































156 

125 

31 


136 
121 
31 


134 
121 
31 


2 








1,200 
424 
173 


1,200 
352 
173 


1,180 
335 
173 


20 
17 










4 


4 




72 


70 


2 






















. 




7 
20 
59 


7 
20 
59 


7 
20 
37 










44 

79 

410 








44 


44 


South Carolina 










79 
410 


79 
398 






2 








12 








Florida 
















1,334 


1,334 


1,321 


13 








7,790 


7,774 


7,300 


474 


16 


15 


1 














273 

112 

410 

95 

4 

53 

93 

264 


273 

112 

410 

95 

4 

53 

93 

264 


271 
110 
410 
95 
4 
52 
91 
259 


2 
2 








1,778 
357 

2,861 

742 

35 

144 

541 

1,269 


1,771 
356 

2, 858 

738 

35 

144 

Sill 

1,269 


1,671 
345 

2,650 

666 

34 

131 

313 

1,233 


100 
11 

208 
72 
1 
13 
28 
34 


7 
1 
3 
4 


7 
1 
3 
3 


































1 
















1 

2 
5 










1 














1 


























































\ 






18 
12 

292 


18 
12 

265 

86 

112 

11 


18 
11 

265 










26 
37 

2,786 


20 
36 

2,684 


22 
33 

2,663 


4 
3 

21 

16 
3 










1 








1 
102 


1 
101 






27 


27 




1 










94 
129 
11 


86 
112 
11 




8 
17 


8 

17 




1,183 
996 
128 


1,167 
922 
128 


1, 151 
919 
128 


18 
74 


17 

74 


1 


































29 
11 


27 
11 


27 
11 




2 


2 




386 
13 


376 
13 


374 
13 


2 


10 


10 




Texas .... 
























18 
210 


IS 
210 


18 
2U9 










78 
639 


78 
638 


78 
586 


i 


, . 







1 








52 


1 


1 


























1 
















































53 


53 


53 










106 


100 


97 


9 












































































































































1 




' 






















1 




35 

\ 


33 
122 


1 33 
121 






1 


70 
463 


70 
462 


57 
432 


13 
30 




1 




1 








1 


1 1 














1 




1 












t 


1 


\"" 





INSTITUTIONS. 

Table 31.— ENROLLMENT IN PROFESSIONAL SCHOOLS, CENSUS OF 1890— Continued. 



]31 





TRAINING OF NURSES. 




Instructors. 


Students. 


STATES AND TERRITORIES. 


Aggre- 
gate. 


White. 


Colored. 


Aggre. 
gate. 


Wliite. 


Colored. 




Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. ' Zt 
1 male. 


The TTTiitpfl States 


U9 


449 


291 


158 






1,870 


1,841 


133 


1,708 


29 


1 

1 90 














Xortli Atlantic division 


323 


323 


199 


124 








1,454 


1,435 


114 


1,321 


19 




19 


































































6 
99 
■i 
2 
124 
17 
72 

7 


6 

99 

3 

2 

124 

17 

72 


5 
60 


1 
39 

3 

2 
37 

4 
38 








17 
393 

23 

67 
545 

30 
379 

43 


10 
375 

23 

67 
545 

30 
379 

33 




16 
340 

23 

67 
310 

30 
329 

33 


1 
18 




1 










29 


18 






1 












1 














87 
13 
34 

7 








35 






























50 








South Atlantic division 








10 




10 








































































7 


7 


7 










36 


20 




26 


10 




10 















































.... 
























































1 








7 


7 




7 
































110 


110 


78 


32 








336 


336 


19 


317 












, 












12 
3 

12 
32 


12 

3 

12 

52 


9 


3 
3 
2 
14 








18 

21 

90 

151 


18 

21 

90 

151 


2 


in 

90 
134 
























10 
38 
























17 
























17 


17 


9 


8 








38 


38 




38 


























14 


14 


12 


2 








18 


18 




18 
























South Dakota 



























































































8 


8 


7 


1 








7 


7 




7 


















































































































































8 


8 


7 


1 








7 


7 




7 























































































1 


I 




1 








30 


30 




30 


































1 






























1 






























1 


































1 




























1 ■■■ ' 
















TJtali 




























Nevada ' i 






» 








i 







1 






























1 




I 












i 








1 

1 






1 




i 


































1 


1 




1 ; 








30 


30 




30 








Alaska 















































132 



EDUCATION. 

Table 21.— ENEOLLMENT IN PROFESSIONAL SCHOOLS, CENSUS OF 1890— Coutinnecl. 





TECHNOLOGY. 




Instnietors. 


Students. 


STATES AND TERRITORIES. 


Aggre- 
gate. 


"White. 


Colored. 


Aggre- 
gate. 

7,128 


"While. 


Colored. 




Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 
3 


Fe- 
male. 


The United States . . 


953 


953 


931 


22 






7,125 


6,935 


190 


3 














555 


555 


553 


2 








4. 3.54 


4,351 


4.280 


71 


3 


,, 










'' ; 


Maine 






























'New Hampshire 

Vermont 


17 


17 


17 










73 


73 


73 




























154 


154 


152 


2 








1,203 


1,201 


1,130 


65 


2 


2 




Rhode Island 












36 

191 

68 

87 

1 
l-'7 


38 

191 

68 

87 

127 


38 
19] 
68 
87 

127 








=-- 


343 

1,478 

397 

860 

803 


343 

1,477 

397 

860 

803 


343 

1.477 

397 






















1 


1 




New Jersey 






















854 
803 







1 




























1 


Delaware - - 




1 


















Maryland 


70 


70 


70 










258 


258 


'>5S 










iHstrict of Columhia . . 






















28 
6 

1 


28 
6 


28 
6 










23S 
14 


238 
14 


238 
14 










"West Virginia 





































9 

14 


9 

14 


9 
14 










154 
139 


154 
139 


154 
139 
















































209 

25 

55 

12 

21 i 

22 

12 

10 

33 


209 

25 
55 
12 
21 
22 
12 
10 
33 


193 


16 




1 


1,592 

131 
468 
215 
219 
113 
135 
66 
, 186 


1,592 


1 493 


00 










< 






' 








Ohio 


19 
47 
12 
20 
22 
12 
10 
33 


6 
8 








131 
468 
215 
219 
113 
135 
66 
186 


131 
422 
215 
219 
113 
110 
















46 
























1 
























































06 
168 
















1 


8 








IN'orfh Dako'^a 
















5 





5 








26 


26 


IG 


10 






















14 
39 


14 
39 


13 
39 


1 









33 

212 


33 
212 


33 

212 








\ 

South Central diA-ision 























































27 


27 


27 










106 


100 




106 


























































































6 


6 













14 


14 


" 






























6 
23 


6 
23 


6 
]9 








92 
167 


92 
167 


92 

; 147 






1. . . 




4 






20 




1 












































































7 


7 


7 










54 


54 

... 


54 


























































































5 


5 


5 










9 

] 


fl 


9 




























































1 ! 


















1 


California 11 


n 


! 7: 

1 








1 104 


104 


1 

I 84 


20 




! 












1 












1 




\ 






1 



INSTITUTIONS. 



133 



Tablk 21.— enrollment IN PROFESSIONAL SCHOOLS, CENSUS OF 1890— Continued. 





PEDAGOGY. 




Instructors. 


students. 


STATES AND TERRITORIES. 


Aggre- 
gate. 




"n^liitc. 






Colored. 




Aggre- 
gate. 




Wbite. 




Colored. 




Totiil. 
J, 617 


Mai.'. 


Fe- 
male. 


Total. 
171 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 
1,446 


Fe- 
male. 


The United States... 


1,788 


. 767 


850 


87 


84 


36, 897 


33, 731 


13, 297 


20, 434 


3,166 


1,720 


North Atlantic division 


604 


604 


245 


359 








13, 015 


13,008 


3,949 


9,059 


7 


1 


Q 














31 



21 

74 

9 

32 

187 

30 

214 

186 


31 

6 

21 

74 

9 

32 

187 

30 

214 

113 


13 
4 
5 

22 
3 
6 

64 

12 
116 

52 


IS 
2 
10 
52 
6 
26 
123 
18 
98 

01 








841 
102 
629 

1,334 
215 
379 

3,712 
266 

5,537 

3,041 


841 
102 
629 

1,332 
214 
379 

3,710 
266 

5,535 

1,735 


244 

2 

210 

128 



i 4 

790 

19 

2,546 

757 


597 
100 
419 

1,204 
208 
375 

2,920 
247 

2,989 

978 






New Hampshire 

"Vermont 










i 














Massacliusetts 








1 




^ 










1 


Connecticut 
















2 


1 






















2 
1,306 


571 


9 


South Atlantic division 


73 


35 


38 


735 


Delaware 


1 

26 

26 

42 

50 

19 

9 

7 

6 

638 


1 
21 
10 
26 
46 
1 
5 


1 
9 
2 
11 
26 




1 


11 
546 
302 
750 
953 
248 
145 
11 
75 

15, 048 


11 
414 

40 
385 
774 


2 
95 

5 
176 
445 


9 

319 

35 

209 

329 








12 

8 

15 

20 

1 
4 


16 
16 
4 
18 
4 
7 
3 

7 


e 

10 
2 

10 
3 
2 
2 

5 


5 
10 
6 
2 

8 
1 
5 
1 

2 


132 

262 

365 

179 

248 

99 

11 

10 

80 


51 
147 
115 
90 
97 
57 
7 
7 

40 


81 
115 
250 

89 


District of Columbia . . 






South. Carolina 


1 


■;6 




46 


42 


li-lorida 


3 

631 

110 
86 
66 
29 
86 
50 
40 
69 
11 
38 
24 
22 

181 


2 
351 


1 
280 


65 
15, 868 


34 
7,589 


31 
8,279 


3 

40 


North Central division 


Ohio 


110 
86 
66 
29 
86 
50 
40 
76 
11 
38 
24 
22 

272 


80 
55 
26 
17 
36 
16 
17 
51 

8 
23 

8 
14 

76 


30 
31 
40 
12 
50 
34 
23 
18 

3 
15 
16 

8 

105 








3,639 

2,743 

1,270 

807 

1,458 

829 

1,147 

1,901 

110 

605 

502 

937 

3,422 


3,639 

2,734 

1,2.51 

807 

1,458 

829 

1,147 

1,849 

110 

005 

502 

937 

1,649 


2, 467 
1,531 
427 
283 
519 
241 
428 
898 
36 
2.32 
173 
354 

670 

45 
173 
195 
121 

33 
103 


1,172 
1,203 
824 
524 
939 
588 
719 
951 
74 
373 
329 
583 

979 

37 
265 
255 
110 
102 
210 








Indiana 








9 
19 


4 



_ 


Illinois 








13 


Michigan 










"Wisconsin 















Minnesota 




t 








Iowa 














7 


5 


2 


53 


30 


99 


North Dakota 




South Dakota 


' 








Nebraska 






1 


Kansas 


1 










South Central division 


'': 


47 


44 


1,773 


834 


939 


Kentucky 


11 
67 
109 
23 
20 
32 



54 
57 
21 
20 
23 


3 
23 
20 
15 
8 
7 


3 
31 

37 

16 


5 ] 
13 




4 

7 

25 

1 


1 
6 

27 
1 


134 
724 
1,381 
404 
135 , 
455 


82 
438 
450 
231 
135 
313 


52 
286 
931 
263 


28 
110 
419 
133 


26 
176 




519 




130 


Louisiana 




Texas 


9 


3 


6 


142 


89 


53 


Oklahoma 






10 
't 








10 


' 


3 


99 
1,471 








99 


57 


42 




88 


43 


45 


1,471 


332 


1,139 













1 


Montana 
















1 


AVvoming 












! 








Colorado 


20 


20 


11 


9 






91 


01 


20 


71 














1 
3 

4 


4 


1 
3 
2 








28 
94 
30 


28 
94 
36 


12 
49 


16 
45 
36 


i 


Utah 










; 




- 








j 


Idaho 










1 


Washington 


8 
10 
42 


8 
10 
42 


5 

5 

16 


3 

5 


1 




: 


79 
210 
933 


79 
210 
933 


24 
102 
125 


55 
108 

808 i 

! 


1 


Oregon 


) 








California 
































■ 


i h 1 




i 1 


1 



134 



EDUCATION. 



Table 22.— PUBLIC SCHOOL ENROLLMENT IN CITIES WITH 10,000 INHABITANTS AND OVER, CENSUS OF 1890, AS 

DERIVED FROM THE REPORTS OF SCHOOLS. 



STATES AND CITIES. 



Alabama : 

Birmingham 

Mobile 

Montgomery 

Arkansas : 

Fort Smith 

Little Eook 

California: 

Alameda (a) 

Fresno (ft) 

Los Angeles 

Oakland 

Sacramento 

San Diego 

San Francisco 

San Jose 

Stockton 

Colorado ; 

Colorado Springs {&).-. 

Denver 

Leadville 

Tueblo (/) 

Connecticut : 

Ansonia (6) 

Bridgeport 

Danbiiry 

Greenwich 

Hartford 

Meriden 

iNew Britain 

l^ew Haven (g) 

!New London 

!Norwalk 

Norwich {h) 

Stamford 

"Waterbury (b) 

Delaware ; 

Wilmington 

District of Columbia ; 

"Wasllingion («) , 

Florida: 

Jacksonville 

Key West 

Pensacola 

^Georgia: 

Atlanta 

Augusta 

Columbus 

Macon 

Savannah 

Dlinois: 

Alton 

Aurora 

Belleville 

Bloomington (/) 

Cairo 

Chicago 

Danville 

Decatur (/) 

East St. Louis 

Elgin 



Aggre- 
gate. 



30 
160 
158 
110 

ea 

859 
64 
48 

31 

214 
22 
62 

39 

149 

52 

30 

189 

87 

45 

319 

54 

66 

87 

52 

87 



White. 



Total. 



67 
28 
28 

135 
71 
44 
48 

83 



2,842 
38 
48 



30 
160 
158 
110 

62 
859 

64 

48 

31 

214 

22 

62 



149 
52 
30 

189 
87 
45 

319 
54 
56 
87 
52 



Male. 



Fe- 
male. 



26 
13.0 
140 
101 

59 
794 

54 

36 

27 
192 
20 
53 

36 

143 

48 

26 

160 

78 

42 

293 

48 

47 

79 

44 

82 



Total. 



Male. 



Fe- 
male. 



Aggre- 
gate. 



3, 338 
3,709 
1,757 

1,928 
4,061 



White. 



Erecport 40 

Galesburg 53 

Jacksonville 40 

a "Not reported distinct from including 
h Includes unseparated colored. 
'c Includes 12 Japanese. 
d Includes 12 Mongolians. 



19 
842 

58 

48 

36 

67 

40 

53 

40 
county or District, 



67 
38 
75 
18 
2,667 
60 
42 
28 
55 
36 
50 



1.386 
8,288 
!1, 565 
5,051 
3,376 
42, 926 
3,399 
2,833 

1,812 

14, 009 

1,058 

2.849 



820 
830 
980 
280 



1,876 
2,559 
1,123 

1,432 
2, 531 



1.386 
8,116 
9,472 
5, 051 
3,498 
42, 706 
3, 377 
2,833 

1,812 

13, 645 

990 

2, 800 



7,702 
3,929 
1,280 



4,341 



15,063 
2,632 
2, 730 



Miile. 



875 
1.211 



.Fe- 
male. 



Colored. 



Total. 



701 
1,221 



682 
4,088 

a, 967 
2,213 
1,687 

22, 673 
1,730 
1,334 

876 
6,749 

480 
1,400 



1,001 
1,348 



731 
.310 



1,462 

1,150 

634 

496 
1..530 



664 

538 



236 
653 



3,739 
1,936 



704 
4,028 
4,505 
2,838 il 
1,811 
20, 033 
1,647 
1,499 

936 
0,896 

310 
1,400 



3,963 
1,993 



7, 679 j 7, 384 
1, 285 I 1, 347 



78 
220 



(Z44 

108 



364 172 

68 40 

49 : 23 



134 
51 



510 
56 



55 
24 



250 
24 



,975 
;,019 



9,184 



2,559 
1,235 
1,473 

7,880 
3,808 
2,444 
2,042 
4,387 



1,079 
637 

677 

5,546 
2,171 
1,234 
1,521 
2, 945 



555 
267 
332 



545 . 

727 
,377 



524 
370 
345 

3,024 

1,273 

6S9 

794 

1,568 



724 
1,574 
1,117 
1,693 

494 

67, 866 

1,325 

1,498 

704 
1,286 

837 
1,105 



1, 515 1, 375 651 724 140 . 

234 3,193 1,619 1,574 41 

2,430 2,401 1,284 1,117 29 

3, 391 3, 316 1, 623 

1, 517 929 435 

135, 551 134, 327 66, 461 

2, 719 2, 699 1, 374 

, 116 2, 996 1, 498 

1, 594 1, 450 746 

2,678 [ 2,649 1,363 

1, 652 1, 632 813 

2, 308 2, 156 1, 051 

1,901 ! 1,726 ! 839 

e Includes 9 Mongolians. 

/dumber of colored pupils estimated from present attendance. 

g Number of colored pupils and ratio of sexes estimated from present attendance. 



1,151 



598 
796 

2,334 
1,637 
1,210 
521 
1,442 



Fe- 
male. 



690 
277 
381 

1,094 
692 
484 
229 
620 

64 
20 



1,224 

120 I 

144 : 

29 ' 
i 



297 
012 
10 
45 
71 
14 






152 
170 



70 

78 



70S 
012 



260 
877 



87 
42 



112 
15 



192 
28 
26 



79 
27 



260 
32 



790 
321 

41£ 

1,240 
945 
726 
292 
822 

70 
21 
20 
38 
291 
612 
10 
75 
73 
15 



82 

98 



INSTITUTIONS. 



135 



Table 22 PUBLIC SCHOOL ENROLLMENT IN CITIES WITH 10,000 INHABITANTS AND OVER, CENSUS 

OF 1890— Continued. 





TEACHERS. 


PUPILS. 


STATES AND CITIES. 


Aggre- 
gate. 


"White. 


Colored. 


Aggi-e- 
gate. 


"White. 


Colored. 




Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 


Fe- 
male. 


Illinois— Continued. 


65 


65 
44 
142 
03 
78 
48 
80 
43 

17 

46 

143 

114 

300 

36 

58 

40 

24 

39 

60 

62 

57 

114 

82 
84 
54 
75 
119 
184 
93 
52 
51 
50 
96 

30 
34 
83 
45 
100 
90 

60 
42 
349 
55 
24 

6 

396 

10 

59 
44 
93 
51 
69 
167 

1,171 
23 
35 
ated from ] 

ils estiinnt 


2 
3 
13 
3 
3 
4 
8 
1 

3 

4 

10 
5 

15 
5 
5 
5 
4 
3 

10 
5 
6 

10 

15 
1 
2 
5 

13 
7 

11 

11 
5 


63 
41 
129 
60 
75 
44 
72 
42 

14 

42 

133 

109 

285 

31 

53 

35 

20 

36 

50 

57 

51 

104 

67 
83 
52 
70 
100 
177 
82 
41 
46 
50 
92 

25 
29 
73 
40 
88 
73 

54 
40 
325 
53 
19 

5 
378 

7 

56 
40 
89 
44 
65 
156 

1,060 

20 

27 

endance. 

e.sent after 








3,580 
2,126 
7,561 
4,095 
3,780 
2,340 
3,659 
2.232 

1,180 
2,165 
6,476 
4,5G4 
16, 276 
2,505 
7,139 
2,073 
1,137 
2. 035 
3,299 
2,689 
2,881 
5,012 

4,199 
3,720 
2, 692 
3,009 
4,629 
7,704 
4,701 
2,317 
2,028 
2,462 
4,287 

2,182 
2,633 
5,677 
3,390 
0,311 
4,804 

4,018 
2,905 

22, 624 
3,273 
1,979 

535 

23, 346 
722 

1,820 
j 1, 879 
3,052 
1,930 
2,823 
6,167 

48, 850 

1,724 

1,671 

d pupils re 

id color of 


3,580 
2,096 
7,448 
3,305 
3,755 
2,307 
3,159 
2,280 

1,180 
2,161 
5,594 
4,550 
14, 799 
2,131 
7,059 
2,048 
1,132 
1,951 
2,863 
2,463 
2,788 
4,758 

4,099 
3, 669 
2,649 
3,590 
4,573 
7,627 
4,664 
2,096 
2,018 
2,420 
4,277 

1,639 
2,227 
4,877 
2,726 
5,134 
4,651 

3,674 
2, 008 
17, 795 
3,198 
1,363 

316 

17, 966 

310 

1,820 
1,875 


1,823 
1,014 
3,5S6 
1,855 
1,870 
1,147 
1, 619 
1,136 

542 

1,090 

2,828 

2,178 

6,768 

1,119 

3,479 

989 

556 

963 

1,420 

1,179 

1,330 

2,388 

2,161 

1, 843 
1,320 
1,721 
2,335 
3,655 

2, 342 
1,075 


1,757 
1,082 
3,862 
1,950 
1,885 
1,160 
1,540 
1,144 

638 
1,071 
2,766 
2,372 
8,031 
1,012 
3,530 
1,059 
576 
988 
1,443 
1,284 
1,458 
2,370 

1,933 

1,826 
1,329 
1,309 
2,238 
3,972 
2, 322 
1,021 










44 
142 

78 








30 

113 

290 

25 

33 

500 

2 


15 
57 

140 
12 
13 

243 
1 


15 


Peoria (a) 








56 




4 


1 


3 


150 




13 


Rock Island (a) 48 ' 








20 


Springfield 80 








257 




43 








1 


Indiana: 


1' 

46 
162 
114 
314 

43 ' 

59 

40 

24 

39 










Elkhart 








4 

882 

14 

1,477 

374 

80 

25 

5 

84 

436 

226 

i 93 

i 254 

100 
i 51 
43 
19 
56 
77 
37 
221 
10 
42 
10 

543 
411 
800 
664 
1.177 
153 

344 

i 897 

4.829 

i '"' 
1 616 

219 

5,380 

412 


1 

450 

6 

033 

185 

45 

15 

3 

41 

212 

103 

33 

118 

50 
27 
20 
11 
29 
40 
16 
95 


3 




19 


8 


11 


432 




8 


Indianapolis {a) 


14 
7 

1 


3 
3 

1 


11 

4 


845 
189 




35 


Lo^'ousport 


10 










2 


iluncie 








43 


JTew Albany 


60 








224 


Richmond G2 








123 


South Lend 


57 
120 

82 
84 








60 


Terre Haute 

Iowa: 


6 


5 


1 


136 
50 


Cedar Rapids 








24 




54 
75 
119 
184 
93 
52 
51 
50 
96 

40 

41 
104 

57 
120 

90 

60 
62 
430 
56 
33 

10 

422 

19 

59 
44 
93 
51 
69 
167 

1,137 
26 
33 

ui)ll3 estim 
d colored, 
colored pup 








23 


Council Bluffs 








8 


Davenport 








27 


Des Moines (d) 








37 










21 


Keokut (c) 








126 




















1,200 
2,107 

789 
1,211 
2,400 
1,344 
2,501 
2.339 


1,220 
2,170 

850 
1,016 
2,477 
1,382 
2,633 
2,412 


20 
6 

363 
184 
350 
310 
547 
79 


22 


Sioux city (e) 


4 

5 
5 
15 
5 
13 
17 

6 
2 
24 
2 
5 

1 

13 

3 

3 

4 
4 
7 
4 
11 

111 
3 
8 
iresent att 

ed from pr 








4 


Kansas: 

Atchison 


10 
7 
16 
12 
20 


2 
1 
6 
3 
11 


8 
6 
10 
9 
9 


280 
227 


Kansas city 


450 
354 


Topeka 

Wicbita (n) 


630 
74 


Kentucky : 


6 

20 

81 

1 

9 

4 

26 

9 


2 
3 
13 
1 
5 

2 
5 
6 


4 
17 
68 

4 

2 
21 
3 






1,021 
8,773 


987 
9.017 


395 

2.154 

34 


502 




2,675 




1, 511 1. 687 


41 










Louisiana: 


157 

8,588 

168 

870 
949 


159 

9,378 

142 

950 
926 


105 

2, 595 

198 


114 




2,785 




214 


ilaine : 






•--.- 






4 


1 


3 




















1,930 
2,821 
6,150 

42,101 
1,539 
1,488 

ported by 
pupils esti 


1.065 
1,402 
3,550 

21, 096 
775 
754 

East Des 1 
uated from 


865 
1,419 
2,600 

21,005 
764 
734 

[oines. 
present a 


1 






Leiviaton 








17 

6,749 
185 
183 

tendance 


4 
13 

3,073 

98 

; 89 


3 










4 


Mai-ylaud: 


16 
3 
3 

dance. 


3 
2 

1 


13 
1 
2 

d Colore 
e Sex al 


3,676 




87 


Haijerstown 

a Number of colored p 
b lucludea unseparate 
c Xumber and sex of 


94 



136 



EDUCATION. 



Table 22.— PUBLIC SCHOOL ENROLLMENT IN CITIES WITH 10,000 INHABITANTS AND OVER, CENSUS 

OF 1890— Continued. 



STATES AND CITIES. 



1, 



Massachusetts : 

Beverly (a) 

Boston 

Brockton (6) 

Brookline 

Cambridge (c) 

Chelsea (d) 

Chicopee 

Clinton 

Everett 

FallEiver 

Fitchburg 

Gloucester (c) 

Haverhill 

Holyoke 

Hyde Park 

Lawrence id) 

Lowell 

Lynn 

Maiden 

Marlboro 

Medl'ord 

New Bedford (e) 

Newburyport (/) . — 

Newton (c) 

North Adams (/) 

Northampton (d) 

Peabody 

Pittsfleld 

Quincy 

Salem (g) 

Somerville (/) 

Springfield (/) 

Taunton 

"Waltham (g) 

Weymouth 

Woburn 

"Worcester 

Michigan : 

Alpena 

Battle Creek (/) , 

Bay city (/) 

Detroit(o) 

Gr.and Eapids 

Isbpeming 

Jackson 

Kalamazoo (/) 

Lansing 

Manistee 

Menominee 

Muskegon 

Port Huron 

Saginaw {h} 

"West Bay city 

Minnesota : 

Duluth 

Minneapolis (c) 

St. Paul 

Stillwater (a) 

"Winona (c) 

a Number of pupils and ratio of 
h Sex estimated. 
c Includes unsep<arated colored . 
d Number of colored pupils and 
attendance. 



Aggre- 
gate. 



i3 

380 
85 
67 

251 

103 
35 
33 
42 

235 
83 

104 
95 

103 
41 

137 

205 

166 
89 
54 
46 

135 
38 

107 
67 
71 
44 
85 
66 

102 
"U2 

153 
98 
62 
52 
2r, 

323 

30 
49 
87 

491 

228 
23 
45 
70 
38 
51 
30 

101 
40 

172 
57 

70 

509 

454 

42 

60 



Total. 



"White. 



43 

1,379 

85 

67 

251 

101 

35 

33 

42 

235 

33 

104 

95 

103 

41 

137 

205 

165 

89 

54 

46 

135 

38 

107 

67 

71 

44 

85 

66 

102 

142 

152 

98 

62 

52 

20 

321 

30 
49 
87 

491 

228 
23 
45 
70 
38 
51 
30 

101 
10 

172 
57 



70 
509 
452 

42 

60 
sexes estimated 



2 

168 

9 

8 

21 

11 
3 
1 
3 

14 
7 
.3 
6 

11 



21 



Fe- 
male. 



41 

1,211 

76 

59 

230 

90 

32 

32 

39 

221 

70 

99 

89 

92 

33 

130 

190 

155 

83 

52 

39 

126 

33 

90 

65 

67 

39 

80 

60 

94 

131 

144 

87 

57 

45 



27 
47 
82 
470 
220 
22 
43 
68 
37 
47 
29 
94 
39 
157 
52 



Colored. 



3 67 

19 4«0 

46 406 

3 39 

57 

from present attendance. 



Total. 



Male. 



Fe- 
male. 




,766 
1,798 
i,892 
1,007 
335 
389 
781 
654 
998 
124 
725 
137 
832 
798 
993 
285 
149 
550 
692 
380 
186 
696 
737 
363 
631 
509 
129 
360 
287 
111 
757 
266 
358 
145 
202 
529 
933 



1,549 
2,250 
4,188 
23, 916 
10, 752 
1,721 
2,109 
3,289 
2 322 
2,649 
1,725 
5,171 
2,234 
7,866 
2,837 



"White. 



Total. 



1,754 
67, 746 
3,890 
2,007 
10, 335 
5,289 
1,781 
1,654 
1,985 
11, 112 
3,720 
4,137 
3,779 
4,798 



6,276 
11, 134 
8,550 
3,676 
2,372 
2,179 
5, 436 
1.726 
4, 363 
2,619 
2,500 
2,129 
3,309 



4,076 
7,737 
6,066 



2,137 
2, 186 

2, 515 
14, 757 



2,187 
4,156 
23, 916 



1,721 
2,042 
3,214 
2,262 
2,648 
1,725 
5,171 
2,330 
7,852 
2,837 



Male. 



858 

.,609 

1, 022 

982 

i, 141 

1,740 

919 

895 

925 

1,835 

,917 

1.095 

,870 

1,570 



Fe- 



32, 137 
1,868 
1.025 
5,194 
2, 549 
862 
759 
1,060 
5,277 
1, 80^ 
2,042 
1,909 
2,228 



3,255 
5,700 
4,354 
1,834 



3,021 
5,434 
4, 196 
1,842 



Total. 



Colored. 



Male. 



12 

1,052 

2 



1, 090 1 

2, 640 i 
867 I 

2,185 
1, 352 
1,214 
1,016 
1,641 



2,383 
4,057 
2,801 



1,074 
1,090 
1,450 
7,679 



636 
2,068 
12, 300 



848 
958 
1,547 
1,000 
1,370 
850 
2,571 
1,130 
3,959 
1,411 



1,089 
2,796 
859 
2,178 
1,267 
1,286 
1,113 
1,668 



1,693 
3,680 
3,265 



1,063 
1,096 
1,065 
7,078 



1,551 
2,088 
11,616 



873 
1,084 
1,667 
1,262 
1,278 

875 
2,600 
1, 100 
3,893 
1, 426 



260 
11 



35 

20 

200 



16 

14 
176 



4 
10 



no 

6 



20 

10 

100 



Fe- 
male. 



25 



29 



15 
111 
100 



6 
9 
4 
90 



24 
17 



34 
45 
40 



ratio of sexes estimated from present 



3,197 3,191 1,654 1,537 6 

20,592 20,592 10,270 10,322 

16,442 16,322 8,116 8,206 120 58 62 

1.749 1,737 799 938 12 7 

2, 930 ! 2, 930 1, 300 I 1, 630 

e Sex and color of pupils estimated from present attendance. 
/ Niimber of colored pupils estimated from present attendance. 
j7 Number and sex of colored pupils estim.ated from present attendance. 
A W"e3t Saginaw reported only total enrollment; sex estimated from report of 
East Saginaw, color from East Saginaw only. 



INSTITUTIONS. 



137 



Table 22.— PUBLIC SCHOOL ENROLLMENT IN CITIES WITH 10,000 INHABITANTS AND OVER, CENSUS 

OF 1890— Continued. 



STATES AND CITIES. 



Mississippi : 

Meridian 

Natcliez 

Vicksburg 

Missouri : 

Haunibal 

Kansas city 

St. Josex)li 

St. Louis 

Sedalia 

Springfield 

Montana: 

Butte city 

Helena (a) 

Nebraska : 

Beatrice 

Hastings 

Lincoln 

Nebraska city . . . 

Omaha 

New Hampsliire: 

Concord (a) 

Dover 

Manchester 

Nashua 

New Jersey ; 

Atlantic city 

Bayonne 

Bridgetou 

Camden 

Elizabeth 

Hoboken 

Jersey city 

Millville 

Newark 

New Brunswick . 

Orange 

Passaic 

Paterson 

Plainfield (a) .... 

Trenton 

Union 

New York : 

Albany 

Amsterdam 

Auburn (a) 

Binghamton (a) . 

Brooklyn (b) 

Buffalo 

Cohocs 

Elmira (a) 

Oloversville 

Hornellsville 

Itliaca 

Jamestown 

Kingston 

Lansiugbiirg 

Lockport 

Long Island city. 

Middletown 

Newburg 

New York (c) 



TEACHERS. 



Aggre- 
gate. 



Total. 



36 ; 


28 


28 1 


15 


27 


16 


45 


36 


287 1 


257 


132 


117 


154 


],05S 


54 


48 


50 


44 



50 
33 



32 

282 

40 I 



35 
54 
31 

177 
77 

120 

403 
41 

443 
53 
47 
38 

224 
40 

137 
31 



42 

102 

102 

1,958 

715 

55 

98 

39 

40 

37 

77 

71 

. 44 

54 

105 

36 

83 

3,706 



50 
33 

32 
28 
96 
32 
282 

38 
40 
75 
73 

35 

54 
31 

161 
77 

120 

403 
41 

439 
53 
47 
38 

224 
40 

134 
31 

278 
42 

102 

102 
1,940 

715 
65 
98 
39 
40 
37 

71 
44 
54 
105 
36 
83 
3,690 



Male. 



Fe- 
male. 



27 
14 
15 

33 
227 
109 
1,004 
47 
42 

43 
31 



34 
49 
28 

156 
73 

112 

385 
30 

405 
49 
43 
37 

209 
37 

129 
28 



97 
96 
.860 
668 
54 
93 
36 
39 
34 
75 
54 



50 

101 

35 

76 

3,361 



Colored. 



Total. 



Male. 



Fe- 
male. 



1, 500 
1,288 
1,466 

2, 438 
17,808 

0, 813 

68, 316 

2,955 

4,512 

2,447 
1,595 

1,892 
1,550 
5, 359 
1,341 
13, 279 

4,202 
1,521 
3,787 
2,699 

1,935 
2,859 
2,005 

11, 523 
4,420 
6,453 

22, 294 
1,833 

25, 137 
2,492 
1,964 
2,056 

12, 024 
1,647 
6,935 
1,862 



2, 
3, 
4, 

110, 
34, 
2, 
4, 
2^ 
2, 
1, 
2, 
3, 
1, 
2, 
6, 
1, 
3. 

197, 



1,014 
538 
080 

1,914 
15, 698 

0,139 
53, 294 

2,511 

3,960 

2,425 
1,560 

1,870 
1,534 
5, 200 
1,322 
12, 891 

4,198 
1,614 
3,783 
2,692 

1,795 
3,844 
1,927 

11, 033 
4,299 
6,449 

21, 733 
1,804 

2J, 364 
2,409 
1,833 
1,991 

11,743 
1,607 
6,814 
1.862 

14, 339 



3,459 
4,722 
109, 086 
34, 408 
2,619 
4, 528 
2,488 
2,091 
1,838 



1,898 

3,344 

196, 333 



White. 



Male. 



402 
238 
297 

907 
7,846 
3,000 
25, 960 
1,213 
1,945 

1,206 
724 

916 

750 

2,585 



6.230 

2,017 

742 

1,860 

1,508 

885 
1,309 

940 
5,142 
2,087 
3,283 

10, 466 
704 

11, 681 
1,187 

896 
1,010 
5,328 

853 
3,286 

940 

7,159 



1,700 

2,325 

54, 647 

10, 900 

1,362 

2,317 

1,219 

976 

862 



1,905 



953 
1,653 
98, 029 



Fe- 
male. 



613 
300 



1,007 
7,862 
3,139 
27, 334 
1,298 
2,015 

1.219 
836 

954 

784 

2,615 



6,661 

2.181 

772 

1,923 

1, 184 

910 i 
1.535 

987 
5, 891 

2, 212 
3,167 

11,277 

1,040 

12. 683 

1,222 

937 

981 

6,415 

754 

3,528 

922 



1,753 

2,397 

54, 439 

17, 508 

1,257 

2, 211 

1,269 

1,115 

976 



946 

1,691 

98, 304 



Colored. 



Total. 



486 
750 



524 
2,110 

674 
5,022 

444 

552 

32 
35 

22 

16 

159 

19 

388 

1 
7 
4 



140 
15 
73 

490 

131 
4 

561 
29 

873 
83 

131 
65 

281 
40 

121 



Male. 



211 
329 
313 

356 
948 
296 
2, 449 
209 
275 

9 

IS 

15 

5 

73 



9 
43 
235 
49 

228 
11 

426 
39 
58 
25 

129 

23 

"^ 53 



75 

41 

1,636 

175 



101 

19 

6 

33 



40 

21 

839 



40 
10 



48 

93 

1,612 



a Number of colored ijupils estimated from present attendauce. 

b Number of colored pupils and ratio of sexes estimated from present atteudauue. 



c Colored pupil.s partly estimated. 



138 



EDUCATION. 



Table 28.— PUBLIC SCHOOL ENROLLMENT IN CITIES WITH 10,000 INHABITANTS AND OVER, CENSUS 

OF 1890— Continued. 



TEACHERS. 



STATES AND CITIES. 



New York — Continued. 

OgdensbLirg 

Oswego 

Pouglikeepsie 

Ivochester 

Rome (a) 

Saratog.t Springs — 

Schenectady 

Syracuse (b) 

Troy 

TJtica 

"Watertown 

West Troy 

Youkers (a) 

North Carclina: 

Asheville 

Charlotte 

Raleigh 

Wilmington 

Ohio : 

Akr(»u 

Canton 

Chillicothe 

Cincinnati 

Cleveland 

Columbus (6) 

Dayton 

East Liverpool 

Findlay 

fianiiltou 

Irontou (h) 

Lima 

Mansfield 

Massillon 

Newark {«) 

Portsmouth 

Sandusky 

Springfield (a) 

Steubeuville 

Tiffin 

Toledo(ii)» 

Youugstown 

Zanesville (6) 

Oregon : 

East Portland 

Portland 

Pennsylvania: 

Allegheny (b) 

Allentown 

Altoona 

Bradford 

Carbondale 

Chester 

Columbia 

Easton 

Erie 

Harrisburg (a) 

Hazelton 

Johnstown (&) 

Lancaster 

Lebanon (6) 

McK.eesport 

a Number 



Aggre- 
gate. 



38 

72 

73 

442 

41 

47 

50 

287 

171 

170 

65 

29 

68 

22 
27 
35 
26 



51 
766 
69i 
255 
192 
34 
57 
47 
40 
50 
48 
28 
56 



113 
60 



213 
76 



28 
90 

278 

74 
100 

44 

32 

65 

33 

60 
154 
124 

34 

25 

78 

39 

50 
of colored 



White. 



Total. 



Male. 



12 
2 
115 
34 
16 
20 



442 

41 

47 

50 

287 

171 

170 

65 

29 

68 

19 
19 
19 
14 



46 

751 

690 

255 

192 

34 

57 

46 

40 

50 

48 

28 

56 

42 

66 

113 

60 

32 

213 

76 

80 

28 
90 



278 

74 
100 

44 

32 

65 

32 

60 
154 
US 

34 

25 

78 

39 

50 
pupils estimated 



18 
12 

5 
20 



Fe- 
male. 



34 

69 

70 

425 

37 

42 

48 

271 

152 

164 

60 

26 

G4 

16 
15 
14 
13 

93 
68 
44 
636 
656 
239 
172 



Colored. 



Total. 



52 
37 
37 
46 
4B 
•h 
51 
39 
60 
95 
48 
27 
193 
67 
76 

24 
81 



256 

60 

90 

43 

28 

63 

30 

49 
145 
104 

28 

21 

73 

32 

46 
from present attend 



Male. 



Fe- 
male. 



Aggre- 
gate. 



1,812 
3,709 
3, 004 

17, 024 
2,096 
2, 273 
2,415 

13,401 
7,712 
6,341 
2,430 
1,653 
3,624 

1,446 
1,500 
2,418 
2,430 

4,907 
4,253 

2. 055 

36, 659 

37, 641 
12, 461 

8,465 
2,331 

3, 227 
2,369 
2,219 
2,482 
],515 
1,847 
2,588 

-2, 208 
3,029 
5,098 
2,556 
1, 421 

10, 877 
4,331 
3,355 

1,479 
4,892 



Total. 



3,700 
2,924 

16, 955 
2,086 
2, 204 
2,405 

13, 401 



1,111 

908 

1,043 

1,143 

4,820 
4,241 
1,847 
35, 059 
37, 219 
12, 461 
8,465 
2,331 
3,227 
2,299 
2,219 
2,482 
1,515 
1,847 
2,545 
2,020 
2,934 
4,400 
2,431 
1,415 
10, 877 
4,210 
3, 355 

1,478 
4,878 



1,857 
1,407 
8, 358 
1,094 
1 088 
1,200 
6,651 



Fe- 
male. 



3,113 



1,843 
1,517 
8.597 
992 
1.116 
1,205 
6,750 



3,211 



Colored. 



Total. 



Male. 



511 
428 
462 
528 

2,387 

2, 107 

967 

17, 951 

18, 766 
6,128 
4,267 



1,120 
1,097 
1.252 



1,212 
962 
1,489 j 
■ 2, 239 
1,301 
672 
5,454 I 
2,087 j 
1,719 

778 

2,270 1 

i 

7,878 i 

2,181 

2,622 

704 

824 

1,431 

860 

1,216 

2,700 

3,067 

899 

742 

2,308 

1,086 

1,483 



2,; 

2, 

b Includes unsexiarated colored. 



600 
480 
581 
615 

3, 433 
2, 134 
880 
17, 108 
18, 453 
6,333 
4,198 



1,179 
1,122 
1,230 



1,333 
1,058 
1,445 
2, 161 
1, 130 
743 
5,423 
2.123 
1,630 

700 
2,608 

8,069 
2,181 
2,718 
1,013 

916 
1,554 

900 
1,257 
2,700 
3,276 

910 

798 
2,271 
1,126 
1,420 



335 

592 

1,375 

1,287 

87 
12 

208 
1,600 

422 



43 
188 

95 
698 

125 




333 
123 
47 
40 
470 



159 

257 1 



37 

4 

114 

800 

198 



16 
103 

40 
344 

55 
4 



152 
59 
23 
24 

211 



Fe- 
male. 



5 
46 
38 

5 
34 

5 



176 
335 
742 



50 
8 



800 
224 



27 
85 
55 
354 
70 
2 



1 

10 



24 
9 



181 
64 
24 
16 

259 



INSTITUTIONS. 



139 



Table S82. 



-PUBLIC SCHOOL ENROLLMENT IN CITIES WITH 10,000 INHABITANTS AND OVER, CENSUS 

OF 1890— Continued. 



STATES AND CITIES 



Aggre- 
gate. 



"White. 



Total. 



Pennsylvania — Continued 

Mahanoy city 

Kanticoke (a) 

Newcastle 

Norristown 

Oil oily 

Philadelphia (6) 

Pittsburg (a) 

Pittstoii 

Pottstown 

Pottsville 

Eeatliiig(c) 

Scranton 

Shamokiii 

Shenandoah 

South Bethlehem 

Wilkesbarre(a) 

.■\VillianisiJort 

York 

Khode Island : 

Lincoln (a) 

Newport 

Pawtucket (c) 

Providence (a) 

VTarwick (a) 

Woonsocket 

South Carolina: 

Charleston 

Columbia 

South Dakota : 

Sioux Falls 

Tennessee: 

Chattanooga 

Jackson 

Knoxville 

Memphis 

Nashville 

Texas : 

Austin 

Dallas 

Denison 

El Paso 

Fort Worth 

Galveston 

Houston 

Laredo 

San Antonio 

Waco 

"Utah : 

Ogden 

Salt Lake city 

Vermont : 

Burlington (a) 

Kutlanrt 

Yirginia : 

Alexandria 

Danville 

Lynchburg 

Norfolk 

Petersburg 

Portsmouth 

Kichmonil 

Koanoke 

a Includes uuseparated colored. 
b The figures giveu iu Bulletin No, 



44 

513 

36 

2,094 

618 
25 
43 
52 

189 

203 
46 
43 
27 

113 
88 
62 

59 
50 
85 

394 
49 
46 
I 

110 



35 

74 
21 
56 

107 
157 

68 
73 
25 
16 
51 
90 
6] 
10 
76 
48 



68 



29 

30 
32 
62 
31 
48 
23 
230 
18 



Male. 



31 
27 
44 
50 
30 
2,666 

618 
25 
43 
52 

189 

203 
46 
43 
27 

113 



59,, 

50 |, 

85 i| 

394 Ij 

49 '. 

40 ■ 

106 I 

17 ;' 



24 



35 


3 


45 


3 


14 


2 


41 


13 


77 




117 


15 



50 


4 


62 


15 


^n 




15 


1 


43 


8 


69 


9 


40 


8 


9 


1 


64 


10 


37 


5 


22 


5 


68 


23 


55 


5 


29 


2 


18 


2 


18 


3 


38 


4 


21 


4 


24 


1 


IB 


2 


154 


19 


13 


2 



Fe- 
male. 



26 

24 

39 

51 

34 

2,567 

579 

23 

, 37 

45 

182 

182 

37 

35 

19 

93 

75 

42 

55 
45 
77 
370 
40 
12 

97 
15 



42 
12 

28 
77 
102 

46 
47 
20 
14 
35 
60 
32 
8 
54 
32 

17 

4.") 

50 1 

27 I 

I 

16 
15 
34 
17 
23 
14 
135 
11 



Colored. 



Total. 



Male. 



Fe- 
male. 



Aggre- 
gate. 



1,939 
1,471 
2,242 
2,565 
2,118 
162, 108 

31, 014 
1,412 
2,205 
2,435 
8,687 

11, 023 
2,887 
2, 684 
1,505 
6,536 
4,598 
3,226 

4.072 
2,505 
5,019 
18, 271 
2.687 
2, 231 

5,287 
1,724 

1,441 

4,541 
1 513 
3,305 
6,073 

8, 475 

2,760 
4,685 
1,476 

859 
2, 839 
3,922 
3.360 

783 
4,407 
2,637 

1,942 
4.684 

1,740 
1,211 

1,838 
1,499 
3,350 
2,575 
3,215 
1, 705 
11, 749 
2,033 



Total. 



2, 
158, 
31, 
1, 
2, 
2, 



939 

471 
224 
493 
093 
573 
014 
406 
190 
408 
8,587 
10, 998 
2,865 
2,684 
1,487 
6,536 
4, 38i 
3,117 



4. 072 
2,295 
5,004 
18. 271 
2,687 
2, 231 

2,803 
857 

1,438 

2, 578 
897 

2,525 
3,544 
5,709 

1,912 
3,785 
1,168 

798 

2,337 

3,071 

. 1,938 

727 

3, 685 
1,837 

1,939 
4,684 

1,740 
1,211 

1, 077 
689 
1,677 
1,317 
1,391 
1,088 
6,781 
1,424 



White. 



Male. 



1,100 
1, 260 

994 
77, 762 
15, 326 

623 
1,122 
1,276 
4,303 
5,278 
1,368 
1, 294 

800 
3, 162 
2,128 
1,607 

2,100 
1,148 
2,558 
9,189 
1.378 
1,150 

1,041 
413 

717 

1,288 

432 

1,185 



Fe- 
male. 



2,773 

928 

1,800 

530 

418 

1,069 

1,467 

932 

424 

1,735 

910 

985 
2,306 

943 
427 

642 
375 
799 
625 
702 
527 
3, 282 
670 



846 

782 

1, 124 

1,233 

1,099 

80, 811 

15, 688 

783 
1,068 
1,132 
4,284 
5,720 
1,497 
1,390 

687 
3.374 
2,255 
1,510 

1,972 
1,147 
2,446 
9,082 
1,309 
1,081 

1,762 
444 



1,290 

465 

1,340 



2,936 

984 
1,985 

638 

380 
1.268 
1,604 
1,006 

303 
1,950 

927 

954 
2, 378 

797 
784 



Colored. 



Total. 



IS 

72 

25 

3, 535 



15 
27 
100 
25 
22 



18 



215 
109 



210 
15 



2,484 
867 



1,063 

616 

780 

2,529 

2,766 

848 
900 
307 

61 

502 

851 

1,422 

56 
722 
800 



Male. 



Fe- 
male. 



10 

37 

6 



435 


761 


314 


810 


878 


1,673 


692 


1.258 


689 


1,824 


561 


617 


499 


4,968 


754 


609 



107 
47 



1,094 
362 



897 
218 
34& 



1,189 

378 
400 
137 

26 
247 
392 
646 

33 
328 



383 
401 
680 
513 
769 j 
290 
;, 110 
273 



17 proved to he tlie enrollment f'oT- a single day. 



c Number of colored pupils estimated from present attendance. 



140 



EDUCATION. 



Table 22.— PUBLIC SCHOOL ENROLLMENT IN CITIES WITH 10,000 INHABITANTS AND OVER, CENSUS 

OF 1890— Continued. 





TEACHERS. 


PUPILS. 


STATES AND CITIES. 


Aggre- 
gate. 


White. 


Colored. 


Aggre- 
gate. 

4,631 
2,784 
5,556 

1,506 
5,609 

1,908 
3,17T' 
2, 294 
1,653 
4,462 
1,989 
1,950 
27, 337 
7,808 
3.323 
2,405 


1 
White. 


Colored. 




Total. 

1 

65 
40 
59 

27 
112 

44 i 
62 j 
47 
43 
83 
47 
31 
496 
62 
60 
41 


Male. 


Fe- 1 
male. 


Total. 


Male. 


Fe- 
male. 


Total. 


Male. 

2,299 
1,505 
2,810 

673 
2,665 

956 
1,610 


Fe- 
male. 


Total. 
22 


Male. 


Fe- 
male. 

11 


"WasluD^ton : 


65 
40 
59 

30 
117 

44 
62 
47 
43 
83 
47 
31 
496 
62 
60 
41 


4 
3 
4 

2 
5 

S 
8 
1 
2 
8 
3 
3 
63 
9 
7 
8 


61 
37 
55 

25 
107 

36 
54 
46 
41 
75 
44 
28 
433 
53 
53 
33 








4,599 
2,784 
5,551 

1,324 
5,446 

1,905 
"" 3, 177 
2,260 
1,653 
4,453 
1,989 
1, 950 
27, 337 
7,808 
3,313 
2,405 


2,300 
1,279 
3,741 

651 
2,781 

949 ' 
l..'ifi7 ' 


11 




















5 

182 
163 

3 


:i 2 


"West Virginia: 


3 
5 




1 


1 
4 


80 ' 102 




78 .85 


Wisconsin: 


1 3 








-^ 


! 










1, 157 1 . 103 


34 


19 15 








760 
2,268 
1,020 

973 

13,450 

3,903 

1, 672 

1, 208 


893 
3,185 
969 
977 
13, 887 
3,906 
1,641 
1, 197 



















4 




















































Racine ^c1 








10 


5 


5 


Sheboygan (a) 






















"WyOTJiinii: 


23 


23 




21 








993 


980 


510 


470 


13 


i; 


7 

















ft Inchides nnseparated colored. 

b ^NumToer of colored pupils estimated from ijreseut attendance. 



c Number of colored pupils and ratio of sexes estimated from present attemlance- 
d Not reported distinct from tbe including countj-^. 



INSTITUTIONS. 141 

Table 23.— REPORTED FINANCES OF SCHOOL DISTRICTS, CENSUS OF 1890, BY STATES AND TERRITORIES. 



STATES AND TERRITORIES. 



ORDINARY RECEIPTS. 



Tlie United States - 



Nortli Atlantic division. 



1, 104, 691 
751, 266 
712, 988 
8, 286, 046 
983, 461 
2, 015, 667 
17, 811, 282 
3, 442, 312 
Pennsylvania I 14. 093, 503 



Maine 

New Hampshire . 

Vermont 

Massachusetts — 

Rhode Island 

Connecticut 

New York 

New Jersey 



Total 
ordinary 
receipts. 



Taxation. 



$139, 619, 440 



49, 201, 216 



$102, 164, 796 



$25,694,449 



37, 619, 786 



South Atlantic division . . 



I^elaware 

Maryland 

District of Columhia. 

Virginia - 

West Virginia 

North Carolina 

South Carolina 

Georgia 

T^lorida 



North Central division 



Ohio 

Indiana 

Illinois 

Michigan 

"Wisconsin 

Minnesota 

Iowa 

Missouri 

North Dakota . 
Sooth Dakota. . 

Nebraska 

Eansas 



8, 685, 223 



329, 982 
1, 776, 485 

906, 124 
1, 590, 060 
1,298,321 

721, 752 

449, 836 
1, 042, 991 

569, 672 

61, 108, 263 



South Central division 

Kentucky 

Tennessee 

Alabama 

Mississippi 

Louisiana 

Texas 

Oklahoma (c) 

Arkansas 



10. 443. 534 

4, 173, 205 

11,453,220 

5, 667, 385 

3, 933, 202 

4, 423, 340 

6, 836, 846 
4. 957, 484 

601, 677 
1, 096, 299 

3, 277, 150 

4, 245, 015 

10, 294, 621 



092, 290 

665, 537 

623, 653 

8,129,713 

746, 386 

1, 533, 902 

13, 407, 115 

1, 159, 272 

10,661,918 

5, 678, 474 



227, 614 
1, 602, 863 
453, 003 
705, 429 
964, 900 
574, 619 
428, 336 
190, 109 
531, 536 



Funds 
and rents. 



$11, 760, 195 



8, 273, 147 



384, 033 

67, 634 

14, 821 

153, 988 

131, 548 

401, 717 

3, 531, 694 

2, 095, 250 

1, 492, 462 

2, 307, 051 



102, 
73, 
453, 
851, 
286. 
29, 



479, 
32, 



Miscella- 
neous. 



$138, 786, 393 



3, 308, 283 



28. 368 

18, 095 

74, 514 

2,315 

105, 527 

SO, 048 

872, 473 

187, 790 

1, 939, 123 



ORDINARY EXPENDITURES. 



Total 
ordinary 
expendi. 

tures. 



47, 625, 548 



Construc- 
Teachers' tion and 
wages. I care of 

I buildings. ^iPParatus 



Libraries 
and 



703,902 $24,224,793 $1,667,787 



28, 067, 821 



$24, 187, 821 



10, 687, 114 



455, 077 



1,114,902 i 807,413 

814,394 ! 489,300 

089,917 i 525,541 

8,286,062 ji 4,710,024 

917.990 ,; 575,783 

2,123,839 ij 1,330,087 

17,392,274 jl 10,422,173 

3,457,525 |j 2,239,811 

12,828,645 j 6,937.690 

8,630,711 il 6,400,063 



209, 551 
73. 167 

1, 370, 618 
203, 080 
360, 394 

4, 593, 265 
738, 397 

2, 638, 642 

884, 277 



10, 044 



33, 103 
46, 446 

118, 070 
21, 500 

373,630 i 
5,317 



47, 033, 142 8, 432, 593 5, 642, 528 



2, 113, 046 
1, 417, 805 

606. 465 
1, 132, 782 

724, 021 
3, 204, 671 



Western division . 



Montana 

Wyoming 

Colorado 

New Mexico {b} . 

Arizona (b) 

Utah 

Nevada 

Idaho 

Washiuston 

Oregon 

California 



1, 095, 831 
10, 330, 117 



447, 034 

152,918 

3, 165, 502 



346, 393 
153, 639 
170, 777 
971, 618 
904, 337 
5, 018, 899 



9, 937, .584 ' 
3, 143, 508 
8, 828, 109 
4,110,035 
2,815,426 
2,749^135 
5,385,403 ' 
3, 440, 120 : 
441,081 
804, 967 
1, 744, 672 
3,573,042 



243, 294 
056,110 

1, 396, 189 
795, 8 13 
782, 131 
862, 048 
799, 578 

1, 487, 516 
327,190 
178, 244 
601, 977 
592, 503 



5,698,503 . 3,720,158 



202, 656 

373, 527 

1, 228, 928 

761,437 

335, 645 

812, 157 

051, 865 

29, 848 

33, 406 

53, 088 

930, 501 

109, 470 

875, 901 



1,880,362 
1,206,926 
495, 096 
613,710 
338,964 
377, 044 



128, 807 
111,369 
414. 312 
211, 590 
2, 558, 589 



232, 684 
82, 072 

104,760 
173, 467 
269, 038 



329. 00.? 

1, 910, 663 

906, 134 

1,577,347 

1, 284, 991 

718, 225 

460, 260 

967, .590 

476, 503 

62, 815, 531 



7,047 

16, 443 

411,803 

9,680 



88, 721 



1,457, 
510, 

1,248, 
832. 
555. 
384, 
831. 
356, 



10, 755. 246 
5, 900, 233 

11, 288, 529 

5, 446, 416 
3,711,286 
4,033,510 

6, 477, 256 
5, 128, 260 

626, 946 
1, 173, 757 
3,301,119 
4, 973, 967 

9, 860, 050 



39, 866, 831 



295, 491 



6,134,832 2,961,500 



13, 880 



359,716 

152,918 

1,481,051 i 112,702 



87, 318 
571, 749 



259, 250 
110, 985 
167, 553 
668, 786 
641, 237 
2, 293, 336 



28, 017 ' 
42,123 



151, 187 
2, 627, 471 



58, 126 

531 

3,224 

302, 832 

111,913 

98, 092 



2, 026, 552 
1,300,351 

547, 880 
1, 037, 916 

704, 586 
3, 163, 714 



1, 019, 060 



9, 854, 544 



364, 083 

152, 918 

1, 681, 379 



0, 766, 709 
3, 783, 087 

7, 207. 623 ; 
3,323.882 i 
2, 493, 002 
2,374.713 
4,318,871 
3,472,229 

358,359 

695. 841 

2, 051, 449 

3,021.066 

8. 209, 500 



107, 439 
203, 074 
141,724 
170, 198 
73, 030 
37. 131 



14,112 
13, 730 
33, 636 

14, 164 



9,869,489 i 769,134 



1, 488, 474 
854, 486 

2, 089, 639 
894, 530 
475,531 
714, 031 
509, 205 
865, 382 

56. 719 
131, 377 
915. 894 
874, 331 

770, 257 



269, 471 
70, 171 

156, 838 
10, 358 
73, 383 

27, 802 

28, 210 
55, 818 



Miscella- 
neous. 



8,415,536 



Value 
'of buildings 
I and other 
I property. 



Debt less 

sinking 

fund. 



307, 489 
115, 543 
81,165 

1, 675, 420 
132, 080 
416,915 

1,964,974 
469, 637 

3, 252, 313 

1, 257, 650 



$37, 593, 854 



$3, 455, 965 

2, 637, 464 

(6) 

27, 892, 831 
2, 739, 672 
6, 275, 177 

41, 626, 735 
8, 619, 793 

35, 435, 412 



9, 671, 105 



106, 920 

285, 707 

118, 337 

173, 538 

242, 190 

88, 622 

34, 151 

136, 523 

71, 656 



850, 592 
W 

2, 236, 085 

2, 483, 528 

852, 706 

457, 473 

(6) 
573, 871 



(a) 

182, 331 

102, 835 

(a) 

119.880 
1, 610, 360 
1, 170, 186 
1, 592, 479 
4, 893, 034 

18, 299 

(«) 
(a) 
(a) 
(1) 

18, 299 
(a) 
(a) 
(«) 
(a) 



12,310,077 26,143,1 



I 1,735.181 

' 1, 079, 256 

531,916 

939, 087 

522, 914 

2, 531, 255 



290, 931 
77, 257 



2, 500, 003 

1, 262, 660 

1,721,796 

1, 157, 833 

585, 915 

934,414 

1, 575, 797 

762, 847 

183, 652 

290,721 

333,770 I 

1,000,003 I 

I 
784, 292 I 



32, 631, 549 I 

(.) 

26,814,480 I 

13,858,627 i 

8, 815, 900 j 

11,408,173 I 

13, 096, 812 I 

13,194,381 ' 

1,516,099 1 

1, 953, 743 I 

8, 237, 060 j 

10, 017, 151 



36, 855 



94, 084 
27, 982 



45.815 



440 

106,983 

15.964 

64, 745 

153, 690 

.105,589 



3, 502, 108 
2, 380, 319 

(.b) 

(6) 

(b) 



3, 244, 312 
891, 906 
3, 183, 397 
1,805,497 
311,903 
2,066,422 
1, 221, 223 
1,465,551 

1, 055, 093 

2, 103, 253 
2, 648, 212 
0, 086, 928 

220, 343 



168, 872 
(a) 
(a) 
(«) 
(a) 
33, 982 



784, 858 



17, 489 



394, 677 
149, 513 
168. 318 
944, 190 
880, 369 
5. 119, 097 



6. 161, 768 

226, 508 

,58, 851 

818, 605 



1,420,266 : I 1,540,408 



96, 073 

4, 859 

607,503 



193, 950 
125, 335 
121,581 
428, 755 
563, 594 
3,594,589 



124, 616 
8,916 
IS. 048 
399,5.53 , 
148, 938 j 
703,948 ! 



25, 057 

1,430 

7,903 

53. 945 

44,056 

113, 565 



33, 004 , 994, 198 

59.208 jl ib) 

255,271 I 4,380,905 



51, 054 

13. 832 

20, 186 

156, 935 

133, 781 

700, 995 



I 



945, 983 

277, 233 

(b) 

1, 999, 867 

1. 769, 600 

13, 634, 143 



132, 046 
(a) 

253, 626 
19, 370 
26, 233 
(a) 

15, 300 
111, 642 
291, 362 
186,030 
504, 809 



a No debt. 



6 No report. 



No report. Bill for territorial organization approved May 2, 1890. 



LB '06 



HZZ 7k 













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,,_, OCT '3 

J^^ N. MANCHESTER, 
INDIANA 










